4
LA TRANSVERSALIDAD EN LOS PROGRAMAS DE
ESTUDIO
Los cambios sociales, económicos, culturales, científicos,
ambientales y tecnológicos del mundo contemporáneo,
han exigido al currículo educativo no solo aportar
conocimientos e información, sino también favorecer el
desarrollo de valores, actitudes, habilidades y destrezas
que apunten al mejoramiento de la calidad de vida de las
personas y de las sociedades (Marco de Acción Regional
de “Educación para Todos en las Américas”, Santo
Domingo, 2000). Sin embargo, existe en nuestro Sistema
Educativo una dificultad real de incorporar nuevas
asignaturas o contenidos relacionados con los temas
emergentes de relevancia para nuestra sociedad, pues se
corre el riesgo de saturar y fragmentar los programas de
estudio.
Una alternativa frente a estas limitaciones es la
transversalidad, la cual se entiende como un “Enfoque
Educativo que aprovecha las oportunidades que ofrece el
currículo, incorporando en los procesos de diseño,
desarrollo, evaluación y administración curricular,
determinados aprendizajes para la vida, integradores y
significativos, dirigidos al mejoramiento de la calidad de
vida individual y social.
Es de carácter holístico,
axiológico, interdisciplinario y contextualizado” (Comisión
Nacional Ampliada de Transversalidad, 2002).
De acuerdo con los lineamientos emanados del Consejo
Superior de Educación (SE 339-2003), el único eje
transversal del currículo costarricense es el de valores.
De esta manera, el abordaje sistemático de los Valores en
el currículo nacional, pretende potenciar el desarrollo
socio-afectivo y ético de los y las estudiantes, a partir de
la posición humanista expresada en la Política Educativa
y en la Ley Fundamental de Educación.
A partir del Eje transversal de los valores y de las
obligaciones asumidas por el estado desde la legislación
existente, en Costa Rica se han definido los siguientes
Temas transversales: Cultura Ambiental para el
Desarrollo Sostenible, Educación Integral de la
Sexualidad, Educación para la Salud y Vivencia de los
Derechos Humanos para la Democracia y la Paz.
Para cada uno de los temas transversales se han definido
una serie de competencias por desarrollar en los y las
estudiantes a lo largo de su período de formación
educativa. Las Competencias se entienden como: “Un
conjunto integrado de conocimientos, procedimientos,
actitudes y valores, que permite un desempeño
satisfactorio y autónomo ante situaciones concretas de la
vida personal y social” (Comisión Nacional Ampliada de
Transversalidad, 2002). Las mismas deben orientar los
procesos educativos y el desarrollo mismo de la
transversalidad.
Desde la condición pedagógica de las competencias se
han definido competencias de la transversalidad como:
“Aquellas que atraviesan e impregnan horizontal y
verticalmente, todas las asignaturas del currículo y
requieren para su desarrollo del aporte integrado y
coordinado de las diferentes disciplinas de estudio, así
como de una acción pedagógica conjunta” (Beatriz
Castellanos, 2002). De esta manera, están presentes
tanto en las programaciones anuales como a lo largo de
todo el sistema educativo.
A continuación se presenta un resumen del enfoque de
cada tema transversal y las competencias respectivas:
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Cultura Ambiental para el Desarrollo Sostenible
La educación ambiental se considera como el instrumento
idóneo para la construcción de una cultura ambiental de
las personas y las sociedades, en función de alcanzar un
desarrollo humano sostenible, mediante un proceso que
les permita comprender su interdependencia con el
entorno, a partir del conocimiento crítico y reflexivo de la
realidad inmediata, tanto biofísica como social,
económica, política y cultural.
Tiene como objetivo que, a partir de ese conocimiento y
mediante actividades de valoración y respeto, las y los
estudiantes se apropien de la realidad, de manera que, la
comunidad educativa participe activamente en la
detección y solución de problemas, en el ámbito local,
pero con visión planetaria.
Competencias por desarrollar



Aplica los conocimientos adquiridos mediante
procesos críticos y reflexivos de la realidad, en la
resolución
de
problemas
(ambientales,
económicos, sociales, políticos, éticos) de manera
creativa y mediante actitudes, prácticas y valores
que contribuyan al logro del desarrollo sostenible y
una mejor calidad de vida.
Participa comprometida, activa y responsablemente
en proyectos tendientes a la conservación,
recuperación
y
protección
del
ambiente;
identificando sus principales problemas y
necesidades,
generando
y
desarrollando
alternativas de solución, para contribuir al
mejoramiento de su calidad de vida, la de los
demás y al desarrollo sostenible.
Practica relaciones armoniosas consigo mismo, con
los demás, y los otros seres vivos por medio de
actitudes y aptitudes responsables, reconociendo
la necesidad de interdependencia con el ambiente.
Educación Integral de la Sexualidad
A partir de las “Políticas de Educación Integral de la
Expresión de la Sexualidad Humana” (2001), una vivencia
madura de la sexualidad humana requiere de una
educación integral, por lo que deben atenderse los
aspectos físicos, biológicos, psicológicos, socioculturales,
éticos y espirituales. No puede reducirse a los aspectos
biológicos reproductivos, ni realizarse en un contexto
desprovisto de valores y principios éticos y morales sobre
la vida, el amor, la familia y la convivencia.
La educación de la sexualidad humana inicia desde la
primera infancia y se prolonga a lo largo de la vida. Es un
derecho y un deber, en primera instancia, de las madres y
los padres de familia. Le corresponde al Estado una
acción subsidaria y potenciar la acción de las familias en
el campo de la educación y la información, como lo
expresa el Código de la Niñez y la Adolescencia.
El sistema educativo debe garantizar vivencias y
estrategias pedagógicas que respondan a las
potencialidades de la población estudiantil, en
concordancia con su etapa de desarrollo y con los
contextos socioculturales en los cuales se desenvuelven.
Competencias por desarrollar


Se relaciona con hombres y mujeres de manera
equitativa, solidaria y respetuosa de la diversidad.
Toma decisiones referentes a su sexualidad desde
un proyecto de vida basado en el conocimiento
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


crítico de sí mismo, su realidad sociocultural y en
sus valores éticos y morales.
Enfrenta situaciones de acoso, abuso y violencia,
mediante la identificación de recursos internos y
externos oportunos.
Expresa su identidad de forma auténtica,
responsable e integral, favoreciendo el desarrollo
personal en un contexto de interrelación y
manifestación
permanente
de
sentimientos,
actitudes, pensamientos, opiniones y derechos.
Promueve procesos reflexivos y constructivos en su
familia, dignificando su condición de ser humano,
para identificar y proponer soluciones de acuerdo al
contexto sociocultural en el cual se desenvuelve.
Educación para la Salud
La educación para la salud es un derecho fundamental de
todos los niños, niñas y adolescentes. El estado de salud,
está relacionado con su rendimiento escolar y con su
calidad de vida. De manera que, al trabajar en educación
para la salud en los centros educativos, según las
necesidades de la población estudiantil, en cada etapa de
su desarrollo, se están forjando ciudadanos con estilos de
vida saludables, y por ende, personas que construyen y
buscan tener calidad de vida, para sí mismas y para
quienes les rodean.
información, sino que busca desarrollar conocimientos,
habilidades y destrezas que contribuyan a la producción
social de la salud, mediante procesos de enseñanza –
aprendizajes dinámicos, donde se privilegia la
comunicación de doble vía, así como la actitud crítica y
participativa del estudiantado.
Competencias por desarrollar
 Vivencia un estilo de vida que le permite, en forma
crítica y reflexiva, mantener y mejorar la salud integral
y la calidad de vida propia y la de los demás.
 Toma decisiones que favorecen su salud integral y la
de quienes lo rodean, a partir del conocimiento de sí
mismo y de los demás, así como del entorno en que se
desenvuelve.
 Elige mediante un proceso de valoración crítica, los
medios personales más adecuados para enfrentar las
situaciones y factores protectores y de riesgo para la
salud integral propia y la de los demás.
 Hace uso en forma responsable, crítica y participativa
de los servicios disponibles en el sector salud,
educación y en su comunidad, adquiriendo
compromisos en beneficio de la calidad de los mismos.
Vivencia de los Derechos
Democracia y la Paz
Humanos
para
la
La educación para la salud debe ser un proceso social,
organizado, dinámico y sistemático que motive y oriente a
las personas a desarrollar, reforzar, modificar o sustituir
prácticas por aquellas que son más saludables en lo
individual, lo familiar y lo colectivo y en su relación con el
medio ambiente.
Costa Rica es una democracia consolidada pero en
permanente estado de revisión y retroalimentación, por lo
cual la vigencia de los derechos humanos es inherente al
compromiso de fortalecer una cultura de paz y de
democracia.
De manera que, la educación para la salud en el
escenario escolar no se limita únicamente a transmitir
En los escenarios educativos es oportuno gestionar
mecanismos que promuevan una verdadera participación
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ciudadana en los ámbitos familiar, comunal, institucional y
nacional. Para ello, la sociedad civil debe estar informada
y educada en relación con el marco legal brindado por el
país, de manera que, desarrolle una participación efectiva
y no se reduzca a una participación periódica con carácter
electoral.


Se debe propiciar un modelo de sistema democrático que
permita hacer del ejercicio de la ciudadanía una actividad
atractiva,
interesante
y
cívica
que
conlleva
responsabilidades y derechos.
Abordaje Metodológico de la Transversalidad desde
los Programas de Estudio y en el Planeamiento
Didáctico
Competencias por desarrollar








Practica acciones, actitudes y conductas dirigidas
a la no violencia en el ámbito escolar, en la
convivencia con el grupo de pares, familia y
comunidad ejercitando la resolución de conflictos
de manera pacífica y la expresión del afecto, la
ternura y el amor.
Aplica estrategias para la solución pacífica de
conflictos en diferentes contextos
Respeta las diversidades individuales, culturales
éticas, social y generacional.
Practica en la vivencia cotidiana los derechos y
responsabilidades que merece como ser humano y
ser humana, partiendo de una convivencia
democrática, ética, tolerante y pacífica.
Asume su realidad como persona, sujeto de
derechos y responsabilidades.
Elige las alternativas personales, familiares y de
convivencia social que propician la tolerancia, la
justicia y la equidad entre géneros de acuerdo a los
contextos donde se desenvuelve.
Participa en acciones inclusivas para la vivencia de
la equidad en todos los contextos socioculturales.
Ejercita los derechos y responsabilidades para la
convivencia democrática vinculada a la cultura de
paz.
Es tolerante para aceptar y entender las diferencias
culturales, religiosas y étnicas que, propician
posibilidades y potencialidades de y en la
convivencia democrática y cultura de paz.
Valora las diferencias culturales de los distintos
modos de vida.
La transversalidad es un proceso que debe evidenciarse
en las labores programáticas del Sistema Educativo
Nacional; desde los presentes Programas de estudio
hasta el Planeamiento didáctico que el ó la docente
realizan en el aula.
Con respecto a los Programas de Estudio, en algunos
Procedimientos y Valores se podrán visualizar procesos
que promueven, explícitamente, la incorporación de los
temas transversales. Sin embargo, las opciones para
realizar convergencias no se limitan a las mencionadas en
los programas, ya que el ó la docente puede identificar
otras posibilidades para el desarrollo de los procesos de
transversalidad.
En este caso, se presenta como tarea para las y los
docentes identificar -a partir de una lectura exhaustiva de
los conocimientos previos del estudiantado, del contexto
sociocultural, de los acontecimientos relevantes y actuales
de la sociedad-, cuáles de los objetivos de los programas
representan
oportunidades
para
abordar
la
transversalidad y para el desarrollo de las competencias.
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8
Con respecto al planeamiento didáctico, la transversalidad
debe visualizarse en las columnas de Actividades de
mediación y de Valores y Actitudes, posterior a la
identificación realizada desde los Programas de Estudio.
El proceso de transversalidad en el aula debe considerar
las características de la población estudiantil y las
particularidades del entorno mediato e inmediato para el
logro de aprendizajes más significativos.
Además del planeamiento didáctico, la transversalidad
debe visualizarse y concretizarse en el plan Institucional,
potenciando la participación activa, crítica y reflexiva de
las madres, los padres y encargados, líderes comunales,
instancias de acción comunal, docentes, personal
administrativo y de toda la comunidad educativa.
En este sentido, el centro educativo debe tomar las
decisiones respectivas para que exista una coherencia
entre la práctica cotidiana institucional y los temas y
principios de la transversalidad.
Esto plantea, en
definitiva, un reto importante para cada institución
educativa hacia el desarrollo de postulados humanistas,
críticos y ecológicos.
COMISIÓN TEMAS TRANSVERSALES
M.Sc. Priscilla Arce León. DANEA.
M.Sc. Viviana Richmond. Departamento de Educación
Integral de la Sexualidad Humana
M.Sc. Mario Segura
Evaluación Educativa
Castillo.
M.Sc.
Carlos Rojas Montoya.
Educación Ambiental.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
Departamento
de
Departamento de
9
TABLE OF CONTENTS
EDUCACIÓN DIVERSIFICADA
I.
II
III
IV
V
VI
VII
VIII
IX
X
XI
Presentation (Temas Transversales) ……………………………………………………………………………….
Table of contents ………………………………………………………………………………………………………
Index of units …………………………………………………………………………………………………………..
Unidades por nivel …………………………………………………………………………………………………….
Introduction ……………………………………………………………………………………………………………
The Purpose of English Language Teaching in our Educational System ……………………………………….
Implications of the Educational Policy in the Learning and Teaching of English ……………………………….
English as Means of Implementing the Educational Policy ……………………………………………………
English as a Foreign Language in the Costa Rican Educational System ………………………………………
- General Guidelines for the Mediation of Learning ……………………………………………………………
- Methodological Approach ………………………………………………………………………………………..
- Learning Strategies ……………………………………………………………………………………………….
- Learning Styles ……………………………………………………………………………………………………
- Multiple Intelligences ………………………………………………………………………………………….....
E.F.L. Classroom Assessment and Evaluation Suggestions …………………………………………………….
Objectives of the English Program in the “Educación Diversificada” in Costa Rica
………………….
- Tenth Grade
……………………………………………………………………………………………………
- Eleventh Grade …………………………………………………………………………………………………..
Glossary
……………………………………………………………………………………………………………
Bibliography ……………………………………………………………………………………………………………
Annex 1 …………………………………………………………………………………………………………………
Annex 2 …………………………………………………………………………………………………………………
Bibliography …………………………………………………………………………………………………………….
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4
9
10
11
14
14
15
16
17
18
23
25
27
31
32
34
36
58
82
88
96
97
101
10
INDEX OF UNITS
10º LEVEL
Introductory unit……………………………………………………………………………………………………………… …
1. Achievements of our national athletes……………………………………………………………………………… ..
2. Costa Rican Art, music and crafts……………………………………………………………………………………..
3. Words with same/different meaning…………………………………………………………………………………...
4. Costa Rican typical food………………………………………………………………………………………………...
5. Holidays and celebrations in Costa Rica with some celebrations in English Speaking countries……………. .
6. Causes and effects of natural resources misuse…………………………………………………………………….
7. Linking words in context…………………………………………………………………………………………………
8. Tourist attractions offered by Costa Rican Communities……………………………………………………………
9. Common illnesses and new diseases and epidemics………………………………………………………………..
10. Our Democratic Tradition………………………………………………………………………………………………..
11. Careers, jobs and lifestyles……………………………………………………………………………………………
Summary of language outcomes………………………………………………………………………………………………..
36
37
38
39
42
44
45
48
49
51
53
55
57
11º LEVEL
Introductory unit………………………………………………………………………………………………………………..….
1. Types of food, eating habits and behaviors at the table…………………………………………………………… .
2. Tourists aspects worldwide……………………………………………………………………………………………..
3. Linking words in contexts……………………………………………………………………………………………….
4. Job demand in Costa Rica……………………………………………………………………………………………
5. Careers…………………………………………………………………………………………………………………….
6. Science and technology……………………………………………………………………………………………… .
7. Morals and values………………………………………………………………………………………………………
8. Prefixes, suffixes and root words……………………………………………………………………………………….
9. Gender :Men’s and Women’s roles……………………………………………………………………………………
10. Senior citizens, minority groups and …………………………………………………………………………………
11. Words with the same pronunciation but different meanings…………………………………………………………
12. Mass media and communications………………………………………………………………………………………
Summary of language outcomes……………………………………………………………………………………………….
58
59
61
63
64
66
68
70
72
73
75
77
78
80
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UNIDADES DE ESTUDIO POR NIVEL
EDUCACIÓN DIVERSIFICADA ACADÉMICA-TÉCNICA
EDUCACIÓN DIVERSIFECADA
ACADÉMICA
10º Level
11º Level
Units
Units
Achievements of our
Types of food, eating
national athletes
habits and behaviors
Costa Rican Art, music
at the table
and crafts
Tourists aspects
Words with
worldwide
same/different meaning Linking words in
Costa Rican typical food contexts
Holidays and
Job demand in Costa
celebrations in Costa
Rica
Rica with some
Careers
celebrations in English Science and
Speaking countries
technology
Causes and effects of
Morals and values
natural resources misuse Prefixes, suffixes and
Linking words in context root words
Tourist attractions
Gender :Men’s and
offered by Costa Rican
Women’s roles
Communities
Senior citizens,
Common illnesses and
minority groups and
new diseases and
…
epidemics
Our Democratic Tradition
EDUCACIÓN DIVERSIFICADA
TÉCNICA
10 º Level
11 º Level
12º Level
Units
Units
Units
Achievements of our
Common illnesses
Science and
national athletes
and new diseases and technology
Costa Rican Art, music
epidemics
Morals and values
and crafts
Our Democratic
Prefixes, suffixes
Words with
Tradition
and root words
same/different meaning Careers, jobs and
Gender :Men’s and
Costa Rican typical food lifestyles
Women’s roles
Holidays and
Types of food, eating Senior citizens,
celebrations in Costa
habits and behaviors minority groups and
Rica with some
at the table
…
celebrations in English Tourists aspects
Words with the same
Speaking countries
worldwide
pronunciation but
Causes and effects of
Linking words in
different meanings
natural resources misuse contexts
Mass media and
Linking words in context Job demand in Costa communications
Tourist attractions
Rica
offered by Costa Rican
Careers
Communities
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EDUCACIÓN DIVERSIFECADA
ACADÉMICA
10º Level
11º Level
Units
Units
Careers, jobs and
Words with the same
lifestyles
pronunciation but
different meanings
Mass media and
communications
10 º Level
Units
EDUCACIÓN DIVERSIFICADA
TÉCNICA
11 º Level
12º Level
Units
Units
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
13
Comisión Programas 2003
M. Sc. Ana Isabel Campos Centeno
M. Sc. Yamileth Cháves
Lic. Doreen Walters Brown
M. A. Leonor Eugenia Cabrera Monge Coordinadora
Agradecimiento a todos los Asesores Regionales de Inglés
por su apoyo y recomendaciones.
COMISIÓN REDACTORA : 1996
Cira Delgado Quesada
Leonor Eugenia Cabrera Monge
Doreen Walters Brown
Rosa Elena Simón Rojas
Coordinadores Revisión : 2001
Leonor Eugenia Cabrera Monge
Marco Tulio Villegas Rubí
ASESORÍA TÉCNICA BRITÁNICA
Michael A. Vaughan
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I INTRODUCTION
-
"The English Syllabus", was written within the principles
stated both in our Constitution, The Education Law and in
the Educational Policy "Towards the 21st Century" in order
to help the students face life and work situations which
require an average command of English, with the desire
that this preparation will allow them to participate actively
into the challenges of the global economy for the benefit of
the country.
-
II. THE PURPOSES OF ENGLISH LANGUAGE
TEACHING IN OUR EDUCATIONAL SYSTEM
The large number of individuals who speak English either
as their first or as a second or foreign language justifies the
fact that English is considered a universal language.
Likewise, within the scientific, technological and humanistic
spheres, English is a fundamental linguistic tool.
Consequently, teaching English in our school system
responds to basic needs:
1.
2.
To offer students a second language which can unable
them to communicate within a broader social-economic
context in and outside Costa Rica.
To give students a tool to directly access scientific,
technological and humanistic information and , in this
way expand their knowledge of the world.
-
Along with the required study of the mother tongue, the
study of second languages contributes to enrich the school
curriculum because of the following reasons:
-
-
From the perspective of those two basic needs the
educational aims of teaching English are listed as
follows:
-
develop the ability to communicate for practical
purposes;
frame a sound basis of the language skills, and
attitudes required for further study, work and
leisure;
offer insights into the culture and civilization of
English speaking countries.;
develop an awareness of the nature of language
and language learning;
incite enjoyment and intellectual stimulation;
encourage positive attitudes towards to foreign
languages and cultures;
promote cognitive skills like application analysis,
memorization, inferring;
develop students' understanding of themselves
and their own culture.
it provides a combination of linguistic skills both
physical and intellectual with personal and social
development;
it offers better opportunities to develop oral and written
communication skills;
it inculcates valuable study skills such predicting,
selecting, comparing, and interpreting information and
memorizing, and focusing on general and detailed
meaning in listening and speaking;
it helps develop the learners' awareness of crosscurricular at the time that builds on the four
communication skills.
In addition to the above reasons, the study of a foreign
language, by definition, adds a distinctive dimension of its
own since:
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15
-
-
-
-
it exposes learners to new experiences and enables
them to
make connections in a way which,
otherwise, would not be possible.
The sounds and intonation patterns of the second
language present a challenge to learner's capacity to
discriminate and imitate.
It enhances the learner’s self confidence of their
abilities provoking a sense of self-achievement and
discovery which grow along with a gradual
proficiency.
It improves the learners understanding of not only
target cultures but also their own.
In sum, learning English as a foreign language will
contribute to an integral formation of the learners which will
unable them to be able to insert into the coming century in
a lively and healthy way.
III. IMPLICATIONS OF THE EDUCATIONAL POLICY IN
THE LEARNING AND TEACHING OF ENGLISH IN
OUR EDUCATIONAL SYSTEM.
The Educational Policy "Towards the 21st Century" gives
the learners the opportunity to express their care for their
country, its democratic environment, cultural diversity and
deep respect for law, nature and peace. At the same time,
the policy encourages Costa Rican people to become
positive leaders and critical thinkers through activities
promoting a democratic environment, resulting in the
reinforcement of values such as self-identity and authentic
growth as independent and interdependent learners.
Some of the basic principles of the Policy can be
summarized as follows:
1. The citizens should be able to develop as persons
through seeking for opportunities of self-fulfillment
and happiness while contributing
development of their country.
to
the
2. Education should promote the broadening of
understanding
through
challenging
teaching
classroom situations and opportunities that can arise
self-growth and learn how to learn.
3. Education should contribute to narrow down social –
economic gaps by providing the individuals with the
proper opportunities to integrate into everyday
problem-solving situations, all this aiming to promote
a self-sufficient society.
4. Achieving sustainability in production and the economic
in general represents a challenge for education. The
country needs more qualified people in order to increase
productivity and improve the spirit of competitiveness.
Furthermore, there is a need to integrate the country
more effectively into the global economy
5. The information or the content the learners handle
should be up-to-date and should be relevant to global
development in the 21st century.
6. Education should aim to solidly reinforce values and
attitudes. This is a moral imperative.
The underlying principles for our educational approach,
humanism, rationalism and constructivism are clearly stated
in the Policy.
Every person is considered capable of achieving his/her full
potential. This entails interacting harmoniously with her/his
surroundings, in three dimensions of human development:
The cognitive, socio-affective and psycho motive.
Every person constantly contributes both to the common
good and the development of education, and is responsible
for improving the quality of human, individual and collective
life.
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Education ought to be a permanent formative process,
which each person has not only a right, but also a duty to
exercise.
Achieving quality in education is an integral process
through which the results express the initial aims. Through
this process learners are offered equality of opportunities to
succeed and appropriate educational provision according to
their needs, problems and aspirations.
Educational research at national, provincial, regional and
institutional levels will ensure more systematic
implementation of the policy from everyday classroom
practice to administrative decision taking.
The design of the syllabus encourages participative
interaction, and its adaptation.
The implementation of educational provision encourages
democratic participation, cooperative and self-reliant
attitudes.
The process of "mediation" for the construction of learning,
and the transference of knowledge is framed, primarily,
within an epistemological-constructivist position. The ties
with other disciplines allow for deductive as well as for
inductive processes.
The evaluation of the learning processes must reflect
coherence between the three components. It must also
consider both the process and the product.
Evaluation is conceived of as an instrument to monitor
learning, and so provides feedback on the educational
process. In addition, it enhances the quality of education
through its three functions: diagnostic, formative and
summative. The methodology proposed centers on the
activity of the learner as builder of his/her own learning.
The student, as the main focus of the curriculum, carries
out the learning process, is considered to represent an
inherited culture, and has the liberty to select his / her own
way.
The teacher, is conceived of as facilitator, collaborator
and advisor in the student's learning. Therefore, the
teacher acquires responsibility for the quality of learning,
together with the family and the educational authorities.
In summary, learning English as a foreign language in
Costa Rica will allow students to develop communicative
competence, to gain knowledge of a new culture, beliefs
and attitudes and to understand the messages given and,
reflect on them. They also have the opportunity to analyze
the real message and intentions of speakers in order to
distinguish the negative from the positive and to develop
greater and more desirable autonomy.
IV. ENGLISH AS A MEANS OF IMPLEMENTING THE
EDUCATIONAL POLICY
English, in common with other subjects in the Costa Rican
curriculum, must provide the learner with the opportunity to
develop awareness of the urgent need for the balanced
development of our environment, our human resources,
and also the socio-political and the economy and means of
production. This balance is essential to ensure the success
of the new era of sustainable development.
The English language syllabus provides the necessary
situations to support each one of the areas mentioned
above. As far as environment is concerned, it emphasizes
the analysis of the cause and effect of the use and misuse
of natural resources and the possible solutions, as well as
the value of our existing resources and the ecological
diversity we possess. It also reinforces the harmonious
development of human beings and nature.
Our syllabus pays special attention to those topics related
to the basic needs of highly qualified people considering
their successful realization in time, society and in the
national and international surroundings. An example of this
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is provided by the topics which conduct research into an
exchange information on health; the symptoms and
prevention of common and more recent diseases.
Likewise, drug abuse is another topic for discussion in the
English class.
The syllabus takes into account other relevant areas of a
well-rounded education, such as the job market and
careers, in terms of active participation in the evolution of
society.
Other aspects like the socio-political development of
citizens is dealt with explicitly, leading to personal, and
collective improvement through themes relating to values
such as: gender equality, political liberties, and respect for
ethnic and cultural diversity, as well as active involvement
in community activities.
In the field of the economy and production, the syllabus
provides for the promotion of a productive culture in
harmony with the environment, coupled with the efficient
use of energy and resources.
In all cases, English can be the means for exposure to and
acquisition of valuable and permanent behavior patterns.
These patterns will fulfill his/her own needs, and those of
the country.
The present generations should respect sustainable
development to guarantee that future generations have the
opportunity to satisfy their own needs.
apply techniques to understand and produce appropriate
oral and written messages.
In the end, the learner will apply his/her knowledge of
English to accept and adapt him/her self to constant
changes confidently.
V. ENGLISH AS A FOREIGN LANGUAGE IN THE COSTA
RICAN EDUCATIONAL SYSTEM
Formal Component
English is conceived of as a linguistic and cultural tool for
communication, which allows the learner to complement
his/her whole education. His/her knowledge of
English contributes to the social, economical and
technological development. It also allows the learner to
ENGLISH AS AN OBJECT OF STUDY
The object of study of the English language in our
curriculum is written and oral communication, emphasizing
the four basic linguistic skills: listening, speaking, reading
and writing. The practice of these skills permits the
students to communicate efficiently according to the
knowledge acquired.
Through the learning of the language, the learner can
compare and apply different registers (formal and informal)
and recognize expressions in British, American and other
varieties of English.
BASIC STRUCTURES OF THE SUBJECT MATTER
For the purpose of studying the English language, we have
divided the subject matter into three components:
1. Formal
2. Functional
3. Cultural
This component has been traditionally called the
grammatical component. In this sense, the structures of the
language have been graded, selected and chosen
according to the different functions of the language and the
topics to be studied. Lexics, syntax and morphology are
part of this component.
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By itself, the formal component is an important part of the
language, but it has to be studied as a means to effective
communication.
Furthermore, the teaching of grammar should be focused
on the practical use of oral and written language for
communication.
Functional Component
The functional component refers to the communicative
purpose for which we use the language. Language is not
only forms; we have to start looking at what people do with
those forms. For example, expressing one's opinions
asking for someone’s opinion, expressing doubts, etc.
Cultural Component
This component considers understanding of the culture of
the country or countries where the language is spoken.
Knowing the features of the target culture makes it easier to
understand the language itself. Some of the cultural
features that should be taken into account are: values,
attitudes, behavior, patterns, points of view, ways of
thinking, appreciation, etc.
The cultural component should always be present in the
other components. Language and culture go together in
order to communicate social meanings. This means that the
language must be presented in meaningful situations
according to the appropriate cultural contexts.
The pertinent use of the three components guarantees the
required communicative competence. This competence
does not occur by itself. The speaker must acquire linguistic
competence simultaneously, starting in early stages. The
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main objective of the whole process of language learning
is to enable the students to use the language for
communication.
GENERAL GUIDELINES FOR THE MEDIATION OF
LEARNING
The Educational Policy "Towards the 21st Century"
presents the learner as a human being full of potential with
the possibility to develop him/herself in harmony with the
three dimensions of human development: cognitive, socioaffective and psycho-motive. Education has to provide this
global development in a given context.
The objective of learning is to provide a contribution to
social and personal development. Therefore, education is
seen as a formative and permanent process. Education is
considered as a social process in which human beings
meet human experiences. These experiences, contribute
to shape the capacities and values that will serve humans
to give a contribution to the social welfare.
The Policy establishes an educational process which
provides similar opportunities for everybody: the
achievement of high standards of education as well as
opportunities that take into consideration the participants
needs, problems and expectations. Another feature of the
Policy is the way it emphasizes the need to provide positive
learning conditions.
The Policy also states that learners acquire education to be
able to participate as individuals in their own development
and the development of society; for that reason, they have
to be acquainted with the knowledge that humanity has
been accumulating and systematizing through history.
They must learn about its common uses, thoughts and
actions in a particular social context. Within this approach
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"learning" is exploring, experimenting, discovering and
reconstructing the learners own knowledge. Learning is
described as a comprehensible, dynamic and meaningful
process for those who learn. It is guided by the interest
shown by the learner towards its acquisition and it is
orientated to the acquisition of learning.
From this
perspective the teacher is the person who organizes and
guides the learning situations, taking into account not only
the students characteristics (background, learning styles,
etc.), but also the curriculum, and the cultural and natural
context).
Listening
In the teaching of English, as mentioned earlier the written
and oral aspects of the language are the objects of study.
Emphasis is given to the four basic linguistic abilities:
listening and reading comprehension, oral and written
production. An equal amount of classroom time should be
devoted to the development of each of the four linguistic
skills.
In this sense, any learning activity in the
development of a topic (should take into consideration the
integration of these skills). In addition the teacher should
design different teaching procedures to approach a topic.
This can be done by emphasizing, for example, listening,
then reading, speaking and writing, or by altering the steps
any time the educator deals with a classroom procedure.
The basic idea is to create a highly motivating atmosphere
to encourage learning.
c.
Whenever the teacher is developing an objective, he/she
should know about the topic itself and the different ways
he/she will be introducing the development of the skills
listed above.
To help teachers with a general view of the sub skills to be
developed, we are including a summary of the most
relevant aspects of each main skill:
Listening is one of the most important skills that has to be
developed in early stages of language learning. Through
listening the students should be prepared to cope with:
a.
b.
understanding speech in different settings (background
noise, distance or unclear sound reproductions)
becoming acquainted with speech containing false
starts hesitations, etc. (everyday speech)
understanding speakers who vary in tempo, speech,
clarity of articulation and accent, non-native speakers
of the language as well.
Listening, understanding and responding in an appropriate
way is an essential part of communication and, therefore,
regular practice of aural comprehension is a vital part of the
teaching program although listening is fully practiced in our
classes, there are specific listening activities that should be
included in the syllabus, such as:
1.
2.
3.
4.
5.
6.
Distinguishing between sounds, stress and intonation
patterns.
Answering quick questions.
Understanding comprehension passages.
Listening to broadcasts.
Listening to lectures.
Taking dictation.
Teachers should expose the learner to a considerable
amount of meaningful language input through listening to:
conversations, descriptions, directions, discussions, drama,
films, songs, sports, reports, advertisements and any other
form of authentic spoken language.
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Speaking
The teacher should encourage in the learners the
development of the following strategies:
1.
2.
3.
Thinking about the purpose of listening.
Thinking ahead about what learners already know and
keep predicting what the speaker will say next.
Focus on what they do, understand and use to help
them work out what they don't understand.
The development of the skills of speaking is the ultimate
goal for students learning English. It is also a "wish" of
every Costa Rican; parent, politician and in our society.
However, the development of the skill has to be carried out
in conjunction with the development of the other skills. In
particular, speaking and listening are complementary to
each other in the act of communication. For that reason,
both should be practiced in close relation to each other.
When developing listening comprehension, the activities
The teacher should provide a variety of opportunities for the
students, in order to bring about the necessary models or
language input.
should:
1.
2.
Meet the students' interests and needs.
Be designed according to the student's performance
level.
3. Provide practice in distinguishing between sounds,
stress, intonation patterns, to understand sentences,
short texts, etc.
4. Provide the students with practice in listening
techniques.
5. State the purpose of the task clearly.
6. Make use of background knowledge.
7. Follow an organized procedure.
8. Provide the learners with the necessary steps in the
development of the activity.
9. Engage the learners in a variety of situations which
provide practice, going from memorization to
evaluation.
10. Follow the objectives.
11. Be graded.
12. Integrate other language skills.
Through speech, learners acquire the fundamentals of
language pertinent to carry out specific interaction where
they have to exercise the use of some functions, through
the
appropriate
language
structures,
cultural
appropriateness and acceptable language input.
To promote the development of this skill, it is necessary that
students be aware of the following principles:
1.
2.
3.
4.
Oral speech is acquired through listening and through
constant practice.
Speech delivery, rhythm, intonation and pronunciation
are learned by listening to appropriate language
models (tapes, native speakers, teachers and other
English speakers).
Learning to speak English means knowing what to talk
about. Introducing knowledge of the world and up-todate topics are essential.
Learning to speak English means saying the
appropriate words for a situation at the right time for a
specific purpose.
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5.
6.
7.
8.
For the students to speak English it is essential that
English is spoken in class and in any other situation
when it is required.
Since learning to speak means speaking to others,
interactive practice must be set up in pairs, groups and
with teachers and visitors.
The language tasks designed must be authentic and
the same ones that native speakers of the language
use to communicate with others.
The integration of skills is vital when speaking. e.g.
giving an oral explanation of information presented in a
chart or diagram.
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Reading activities should focus on normal reasons for
reading. People normally read because:
1.
2.
3.
4.
Reading
5.
Reading, although often regarded as a passive receptive
skill is, in fact, an active skill which involves guessing,
predicting, and asking questions. These should therefore be
considered
when designing reading comprehension
exercises. It is, for instance, possible to develop the
students' powers of inference through systematic practice,
or introduce questions which encourage students to
anticipate the content of a text from its title and illustrations
or the end of a story from the preceding paragraphs. In
brief, students should be encouraged to transfer the
advanced skills they have when reading Spanish to the
reading of English.
Students learning English expect to be able to read the
language sooner or later. Their personal expectations may
vary from wanting to read the lyrics of popular songs to
newspaper ads to magazines or even classical literature.
Teachers should , therefore offer a variety of texts and also
remember that students in the same class may read at very
different levels of difficulty in English, just as they do in their
native language.
6.
They want information for some purpose or because
they are curious about the topic;
They need instructions in order to perform some tasks
for their work or for their daily life. For instance, they
want to know how an appliance works; they are
interested in a new recipe; they have forms to fill in,
etc.
They want to play a new game, do a puzzle or carry
out some activity which is pleasant and amusing.
They want to keep in touch with friends by
correspondence.
They want to know when or where something will take
place (timetables, program menus, etc.).
They want to know what is happening or has
happened (they read newspapers, magazines, etc.).
Activities for developing reading skills should make use of
these natural needs and interests preferably by supplying
something which is interesting, amusing, exciting, useful or
leads to a pleasant or beneficial activity.
Any reading activity should be :
1.
2.
3.
4.
5.
6.
7.
interesting to the students.
chosen according to the students' interests, age and
needs.
authentic . Its purpose must be the same as for native
speakers.
leading to a purpose ( information, details, global
meaning).
graded according to the students level of proficiency.
able to help the students build on information already
acquired in their own language by complementing it
with information learned in English.
not too culturally bound.
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8.
integrated with the other language skills. For example:
Any written practice should:
-
1.
2.
3.
4.
Reading and writing e.g. summarizing, mentioning
what you have read in a letter, note-taking, etc.
- Reading and listening e.g. reading the lyrics while
listening to a song recorded information to solve a
written problem, matching opinions and texts, etc.
Reading and speaking e.g. discussions, debates,
etc
9. flexible and varied.
10. meaningful and related directly to the text.
Teachers should be aware of the students' reading
interests in order to design the appropriate reading
comprehension exercises. It is important to emphasize here
that students must become effective readers. These
reading exercises must be designed to develop the
following reading skills.
-
Skimming: a quick running of the eyes over a text to get
the gist or global meaning of it.
Scanning: quick overview of a text to find specific
information.
Extensive reading: reading longer texts for own
pleasure. (involves global understanding).
Intensive reading: reading shorter texts to extract
specific information (reading for detail).
Writing
Writing is a skill which emphasizes the formal expression of
thoughts through written language or graphic symbols.
The teacher should facilitate the writing process by
providing the necessary guidance for the learner to be able
to express her/his knowledge of the topic.
It is also necessary to define the type of written production
the students will perform.
be related to the topic being studied.
follow the objectives.
be creative.
take account of the students' cognitive knowledge and
skills.
5. be graded from simple sentence descriptions to more
complex products.
6. include the use of appropriate language, style,
punctuation and other characteristics.
7. involve the teacher and students in the development
and production of writing.
8. use a collaborative approach in which teachers create
together and give each other feedback through the
process.
9.
use real-life tasks for students, write authentic texts
notes and letters.
10. integrate the other skills before, while or after the
writing task is performed.
11. motivate the students to express their feelings,
emotions and points of view in a written form.
To promote the development of written skills teachers can
design a series of activities enabling students: to write
notes and shopping lists, keep records, send messages,
write letters to friends, keep diaries, complete reports and
write poetry or fiction. All of these authentic tasks should
be guided by following principles in which the writer :
1.
2.
3.
4.
attempts to communicate something.
has a goal or purpose in mind.
has to establish and maintain contact with the reader.
has to organize the material by using certain logical
and grammatical devices.
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Besides these general principles, teachers should pay
attention to the rhetorical devices, logical, grammatical and
lexical: appropriate to different types of texts, spelling,
punctuation and other organizational features.
Writing just like listening, has to be taught by practicing
different techniques and types of writing . It should be
preceded by exposure to a wide range of models of written
language. It is also important to show the students how the
written language functions as a system of communication.
The learner also needs to know how to organize sentences
into a coherent text; write different kinds of texts; or select
the appropriate style, formal or informal, according to the
task, subject matter and target audience. However, most of
all, tasks must be as realistic as possible.
Whenever a teacher is ready to introduce an activity
focusing on one of the four basic skills described
above, he/she should take into account five steps :
METHODOLOGICAL APPROACH
The Communicative approach provides the basis for the
methodology used in the English classroom. Its main
features are:
1.
2.
3.
4.
5.
a. Preparationb. Demonstrationc. Time to introduce the
skill
d. Correction e. Follow-up
In order to follow these steps, the teacher should
provide : "Pre-activities" to help the students think
about what they already know and find a reason for
listening, speaking, reading or writing; "Whileactivities" to exploit oral or written speech. These
exercise different skills to carry out the task assigned
and "Post-activities" to link the new information and
skills with the students own experience and other
skills.
6.
7.
It creates an stress-free atmosphere conducive to
learning a language with plenty of opportunities to
communicate.
It provides ample opportunities
for interaction
promoting a pleasant, warm and enjoyable
environment which features positive feedback for the
learner from both the teacher and peers.
The learners' needs and interests are taken into
account making them as the center of the learning
process.
The methodology used is participative, dynamic and
offers the opportunity for real use of the language.
The teacher guides the learning process but shares
the responsibility with the learners. They use critical
thinking to solve problems, work in groups, take risks,
discuss different topics, and appreciate and reinforce
their own as well as English speaking cultures. All
these aspects take place in real-life situations .
The teacher and students make decisions together. By
doing this, the learner gets completely involved in the
language-learning process and becomes responsible
for it.
The objectives of the syllabus develop the
communicative functions of the language elements.
The following chart provides a better idea of some of the
characteristics of the different components of the
communicative approach.
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THE COMMUNICATIVE APPROACH
-
-
LEARNER
TEACHER
Central, active, creative and participative.
- Facilitator, guide.
Responsible for his/her own and others learning, - Participates in process - with learners.
planning, resources and assessment.
- Not the center of the process.
Confident, motivated.
- Takes more time for individual needs.
Develops full potential and builds on interests.
Gains skills and takes responsibility from planners,
Individual/collective roles.
writers, linguists.
- Shows expert role.
AIMS
MATERIALS
Communication
- Authentic, real-world significance.
Gain transferable skills.
- Related to learners' needs, interests and culture.
Cooperation
- Flexible.
Concentrate on meaning and process.
- Motivating and interesting.
Focus on fluency.
LEARNING ENVIRONMENT
Successful (even conventional terms).
- Real-world context.
Permanent learning.
- Beyond classroom, into community.
- Relevant, stimulating, interesting.
LEARNING STYLE
-
Integrated skills
Real-life skills in communicative contexts.
Active.
Active-based.
Variety of style, pace, etc.
Flexible.
-
ASSESSMENT
Communicative competence.
Process-oriented.
Continuous.
Profiling skills.
Learning process.
Self and peer assessment.
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LEARNING STRATEGIES
Indirect strategies group the metacognitive, affective,
and social strategies.
Learning strategies should be considered when planning at
national, institutional and classroom levels.
Learning strategies are operations employed by the learner
to aid the acquisition, storage, retrieval and use of
information. But they can also be described as specific
actions of the learner to make learning easier, faster, more
enjoyable, self-directed, effective and transferable. In other
words, learning strategies are tools students use when they
have to solve a problem, accomplish a task, meet an
objective or attain a goal.
Teachers should be aware of learning strategies in order to
provide opportunities for all of their students to develop
communicative competence.
Metacognitive strategies help learners to regulate their own
cognitive processes and to focus, plan and evaluate their
progress as they move toward communicative competence.
Affective strategies develop the self-confidence and
perseverance needed for learners to be actively involved in
language learning.
Social strategies provide increased interaction and more
emphatic understanding with others.
Below is Rebecca Oxford's chart on learning strategies.
Learning strategies have been divided into two groups :
Direct and Indirect.
Direct strategies include
compensation strategies.
memory,
cognitive
and
Memory strategies help foster particular aspects of
competence (grammatical, sociolinguistic, discourse, etc.)
by using imagery and structured review.
Cognitive strategies strengthen grammatical accuracy by
reasoning deductively and using contrastive analysis.
Compensation
strategies
help
develop
strategic
competence by using inference and guessing when the
meaning is not known, using synonyms or gestures to
express meaning of an unknown word or expression.
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DIRECT STRATEGIES
I. Memory strategies
A. Creating mental linkages
B. Applying images and sounds
C. Reviewing well
D. Employing
II. Cognitive strategies
A. Practicing
B. Receiving and sending messages
C. Analyzing and reasoning
D. Creating structure for input and output
III. Compensation strategies
A. Guessing intelligently
B. Overcoming limitations in speaking and writing
I.
INDIRECT STRATEGIES
Metacognitive strategies
A. Centering your learning
B. Arranging and planning your learning
C. Evaluating your learning
II. Affective strategies
A. Lowering your anxiety
B. Encouraging yourself
C. Taking your emotional temperature
III. Social strategies
A. Asking questions
B. Cooperating with others
Oxford, R.1990
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LEARNING STYLES
The learning styles are as important as the development of
skills or learning strategies when deciding on how relevant
the curriculum is.
Here learning styles are presented as possibilities to be
included when planning learning to guarantee success.
Gregorc defines learning style as the outward expression to
the human mind's ability to mediate knowledge. i.e. the
means and capacities we employ to receive and express
information.
Two principal factors in determining learning styles are the
ways in which information is perceived and how it is
ordered in our brains.
1.
Perceptual abilities are the means whereby we grasp
information: The perception may be:
a. abstract through reason, emotion, or intuition, or b.
concrete through the physical senses of hearing ,
sight, smell, taste and touch.
2. Ordering abilities are the ways in which information is
systematized, arranged and distributed. Ordering may
be a. sequential (linear, step by step and methodical)
or b. random- (non -linear) with multiple patterns of
data being processed simultaneously and holistically.
3. Four different learning styles have been identified:
Concrete Sequential (CS)
Abstract Sequential (AS)
Abstract Random (AR) and
Concrete Random (CR)
Teacher should prepare different materials and activities to
develop their students' learning process. If the students feel
27
their particular needs are fulfilled, their motivation will
increase and they will learn more efficiently. For this
reason, here is a summary of each style and some ideas
for its implementation in the classroom.
Concrete Sequential (CS)
The learner whose style is the Concrete Sequential derives
information primarily through direct sensory experience.
The 'real' world, for this domain, is the concrete world of
senses. The way of thinking is methodical and deliberate-'a
train of thought'. The individuals that belong to this domain
tend to be task-oriented and consistently striving for
perfection.
Some recommended learning activities are: keeping
records of experiences and experiments, conducting
surveys, writing computer programs, observing and
classifying phenomena, undertaking practical work and
preparing displays.
Abstract Sequential (AS)
The mainly Abstract Sequential learner lives mostly in the
abstract, non-physical world of thoughts, theories and
mental constructions. Reality consists of words and
concepts, such as justice and peace. The thinking is logical,
analytical and evaluative. They have outstanding ability to
outline, correlate, compare and categorize.
Some learning activities include: listening to lectures,
comparing and contrasting different accounts and
interpretations of events, project research and the synthesis
of ideas and information in essay or project form, library
study and group plenary discussion.
Abstract Random (AR)
The 'real world' of the dominant Abstract Random is the
non-physical world of feelings, emotions and imagination.
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Learning activities for this domain are: group discussion
work, interpersonal work in small groups, role plays, guided
fantasy and imagery, imaginative writing
and the
preparation and production of multimedia presentations.
Concrete Random (CR)
For this domain the concrete physical world is the starting
point. The learner's way of thinking is impulsive and she/he
can make intuitive leaps towards identifying and unifying
principles behind experiences. Learning activities to suit
this domain are: experimental units, simulation games, role
plays, problem-solving exercises, independent study,
practical experiments and exercises which challenge the
student to find alternative paths to a particular goal. The
following chart from Bernice Mc Carthy is reproduced to
help teachers visualize the four quadrants and become
aware of their own characteristics for classroom purposes.
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STYLE FOUR: 'THE DYNAMIC LEARNER'
STYLE ONE: THE INNOVATIVE LEARNER'
- integrates experience and application
- seeks hidden possibilities and excitement
- needs to know what can be done with things
- learns by trial and error
- perceives information concretely and processes it actively
- adaptable to and relishes change
- excels in situations calling for flexibility
- tends to take risks
- often reaches accurate conclusions in the absence of
logical evidence
- functions by acting and testing experience
- Strengths: acting and carrying out plans
- Goals: making things happen, bringing action to concepts
- Favorite Questions: If? What can this become?
- integrates experience with 'self'
- seeks meaning, clarity and integrity
- needs to be personally involved
- absorbs reality
- perceives information concretely and processes it
reflectively
- interested in people and culture
- divergent thinkers who believe in their own experience
and excel in viewing concrete situations from many
perspectives
- model themselves on those they respect
- learn by listening and sharing ideas
- function through social interaction
- Strengths : innovation and imagination (ideas, people)
- Goals : self-involvement in important issues, bringing unity
to diversity
- Favorite Questions: Why ? Why Not ?
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STYLE THREE: 'THE COMMON SENSE LEARNER?
STYLE TWO: 'THE ANALYTIC LEARNER'
- seeks usability, utility, results
- needs to know how things work
- learns by testing theories that seem sensible
- skill-oriented
- perceives information abstractly and processes it actively
- needs hands-on experiences
- enjoys problem solving -restricts judgment to concrete
things
-resets being given answers and limited tolerance of 'fuzzy
'ideas.
- needs to know how things she is asked to do will help in
real life.
- functions through inferences drawn from sensory
experience
- Strengths. practical application of ideas
- Goal: bringing their view of the present into line with future
security
- Favorite Question: How does it work?
- seeks facts
- needs to know what the experts think
- learns by thinking through ideas
- values sequential thinking, needs details
- perceives information abstractly and processes it
reflectively
- less interested in people than ideas
- critiques information and collects data
- thorough and industrious, re-examining facts if situations
are perplexing
- enjoys traditional classroom
- functions by thinking things through and adapting to
experts
- Strengths: creating concepts and models
- Goals : self-satisfaction, intellectual recognition
- Favorite Question: What?
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MULTIPLE INTELLIGENCES
The theory of multiple intelligences was developed by
Howard Gardner who introduces the concept of developing
more than one type of intelligence. Traditionally, only the
linguistic and logical mathematical intelligences were
considered by teachers and educators. For more than
eighty years an intelligent person was the one who had a
high I.Q.
Thomas Asmstrong in the last plenary session of TESOL’97
in Orlando Florida encouraged teachers to be careful in
their classroom settings when developing the different
types of intelligences and to develop the other types,
besides the two mentioned previously.
The following is a summary presented by Mary Ann
Christison at the National Conference for Teachers of
English, in San Jose, January 1997. In this summary they
have incorporated the naturalistic intelligence.
We present Dr. Mary Ann Christison’s summary of Multiple
Intelligences.
1. Musical: the ability to produce and recognize simple
songs; play with these melodies, varying speed and
rhythm. How you can nurture: Incorporate music daily.
Use a tape recorder for listening, singing along, and
recording songs and rhythmic and melodic instruments.
2. Logical / mathematical: the ability to understand the
basic properties of numbers, adding or taking away;
appreciate principles of cause and effect, one-to-one
correspondence; ability to predict, as in which objects will
float, sink, etc. How you can nurture: Provide
manipulatives to help children experiment with numbers;
use simple machines to help children think about cause
and effect.
3. Interpersonal: the ability to understand other people and
work effectively with them and to notice who plays with
them at school, and why. How you can nurture: Give
children lots of opportunities to talk about one another
and their social interactions, and to problem-solve
conflicts together, play games in which one has to figure
out the knowledge or intentions of other players.
4. Intrapersonal: The ability to understand things about
oneself, how one is similar to, different from others;
remind oneself to remember to do something; know how
to soothe oneself when sad. How you can nurture: Let
children express their own unique emotions,
preferences, and strategies; help them understand their
own wishes and fears and how best to deal with them.
5. Bodily/kinesthetic: The ability to use the body or parts of
the body (hands, feet, etc.) to solve problems, as in
playing a ballgame, dancing, or making things with the
hands. How you can nurture: Provide opportunities for
physical challenges throughout the day, not just
outdoors.
6. Linguistic. The ability to use language to express
meaning, understand others, tell a simple story; react
appropriately to stories with different moods; learn new
vocabulary or a second language that is used naturally.
How you can nurture: Make sure your program is rich
with language opportunities and that children’s linguistic
expression is listened to and appreciated.
7. Spatial: the ability to be able to form a mental image of
large ( a home) and local (a block building) spatial
layouts; find one’s way around a new building. How you
can nurture: Provide many opportunities for mapping of
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32
the classroom encourage children
arrangements of materials in the space.
to
vary
the
8. Naturalist: The ability to recognize species of plants or
animals in one’s environment, for example, to learn the
characteristics of different birds. How you can nurture:
Play games in which children recognize fine distinctions
among members of a plant or animal group; explore the
outdoors regularly and bring the outdoors in; provide
sample books, visual, and props related to the natural
world.
Lately, they have named as you have noticed two
other types of intelligence: the naturalistic, and the
emotional intelligence. These two inclusions give a wide
range of possibilities to classroom teachers to incorporate
as many experiences as possible to help students develop
wholly. At the same time, teachers must be aware of
receiving new information applicable in their class to
improve the teaching and learning process.
VI. E.F.L. CLASSROOM ASSESSMENT AND
EVALUATION SUGGESTIONS
As it has been stated previously, The National Educational
Policy, "Towards the 21 st Century", encourages teachers
to create an active and stimulating atmosphere for their
students in the E.F.L. class and also when assessing.
One of the main characteristics of the policy is the belief
that students should exercise their cognitive skills as well as
their linguistic ones. The policy emphasizes learning
processes and sets out the cognitive operations students
should master before they can achieve certain learning
goals. Students are also encouraged to work with each
other and to learn from each other.
To cope with the E.F.L. approach used in teaching, the
assessing techniques used should reflect the dynamic
classroom procedures and should promote critical thinking
among the students in any learning activity they perform
such as: information-gap, opinion-gap, problem solving,
games and critical cultural incidents which help the learners
appreciate their own culture and the culture of the target
language.
The first levels 7, 8 and 9 belong to the III Cycle of the
General Basic Education and are the basic levels where
students are learning the main features of the English
language as well as some relevant sociocultural features
learned through the development of the four basic linguistic
skills: listening, speaking, reading and writing.
Higher levels, 10 and 11, have the opportunity to learn
more about the language and culture they are learning and
their level of performance is also high. As a consequence
the assessment tasks should correspond to their
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33
knowledge of the language and their development of the
language skills.
PRINCIPLES FOR ASSESSING LISTENING
a.
GENERAL ASSESSMENT PRINCIPLES
When teachers are planning a test, classroom assessment
or students self-assessment, the tasks assigned should
follow the following features :
a.
b.
c.
d.
e.
f.
g.
h.
Tasks should provide a purpose for using the
language.
Tasks should provide a context for language use rather
than just isolated items.
Tasks should lead towards real language use, to give
students the opportunities to do the sorts of things
native speakers do with the language.
Tasks should promote individual and group activities,
to allow the students to learn by themselves as
individuals as well as from their peers.
Tasks should allow students to experience what they
have practiced in the classroom: using activities such
as information gap, problem solving, etc.
Tasks should simulate learning situations to allow
students to re-organize and re-plan their learning
strategies.
Tasks should provide opportunities for critical thinking,
they should motivate the students creative thinking
skills , so they can solve communication problems by
using the language.
Tasks should be suitable for the students age, level in
school and language proficiency.
b.
c.
d.
e.
f.
The language used should be delivered at normal
speed.
The input should be delivered twice.
The language used should be as authentic a possible.
If using tapes, recordings should be of excellent
quality.
Recording equipment has to be in excellent conditions.
The setting should be free of noise.
PRINCIPLES FOR ASSESSING SPEAKING
a.
b.
c.
d.
e.
f.
Give the students more than one task to judge the
students speaking ability.
Set only tasks and topics that the students should be
able to cope with in their own language.
Create a pleasant atmosphere so that students will not
feel threatened.
Teachers should avoid talking too much when
interviewing students.
Encourage the students to speak.
Teachers should design different instruments such as
rating scales and check-lists to recall students
performance.
PRINCIPLES FOR ASSESSING READING
a.
b.
c.
d.
e.
The tasks should be stated briefly and concisely.
In the case of multiple-choice questions, alternatives
should have a parallel structure.
A variety of assessment techniques must be used.
Skills students master in their native language must be
tested first.
Texts length should be appropriate for the students’
level.
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f.
g.
h.
The chosen texts should be appropriate for the
candidate’s interests.
Texts should not be too culturally bound.
Students should be tested on topics they have already
read.
3.
4.
PRINCIPLES FOR ASSESSING WRITING
a.
Writing tasks should be similar to the types of writing
students will do in real-life:
-
they should specify an audience.
they should specify a purpose for writing.
they should specify a context.
5.
6.
7.
b.
c.
d.
Tasks should test a wide range of functions
(describing, comparing, contrasting, expressing
opinions, giving reasons, asking for opinions, asking
for information, etc).
Tasks should test different registers ( formal / informal)
Instructions must indicate:
-
e.
the amount of time allowed for writing.
the number of words expected.
the way the writing will be marked.
Instructions must be clear and concise.
8.
9.
10.
11.
OBJECTIVES OF ENGLISH IN “LA EDUCACION
DIVERSIFICADA”
1.
2.
To promote the use of the English language in an
environment where the learners feel self-confident to
communicate effectively.
To promote learners' interest and abilities to apply
the English language independently.
12.
13.
34
To propitiate the learners' interests in reading
short books, simplified versions, magazines or any
other authentic material conducive to a permanent
learning and a critical attitude.
To motivate the students’ use of the English
Language permanently as means of promoting their
own cultural and social as well as their communities'
welfare.
To encourage learners to exchange information
(real, emotional and attitudinal) about themselves,
their families, their country and the world.
To stimulate the learners' capacity to recognize and
produce sociolinguistic and cultural features of the
English language when using basic communication
expressions about daily and general topics.
To promote the learners' use of basic grammatical
features that will enable them to communicate with
others even though the grammatical functions are
not correctly or consequently used.
To provide learners with a linguistic model which will
help them achieve a command of pronunciation and
prosodic features.
To propitiate in the learner the development of a
fluent communication capacity so that the message
can be understood by a responsive native speaker.
To promote the application of the information
gathered through the understanding of messages
presented in diverse situations.
To stimulate the reading comprehension ability in
different authentic texts on daily topics to let the
learners find the central idea, details, contextual and
textual reference, and help them develop a series of
reading abilities and styles.
To propitiate the learners' production of written texts
about daily and general topics.
To promote the learners' capacity to investigate
about diverse and specific topics.
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35
Dear Teachers:
The syllabus is a very flexible guide to plan your
classroom activities. We have provided you with a
new curricular structure in columns to help you
choose and organize your teaching practice.
However, this is not a recipe to be followed. You
are able to choose from other topics, other
objectives and procedures according to the topic
you are teaching.
The topics are broad and you should be able to
study the sub-topics that you want. Example:
Natural Resources, Wetlands, National Parks,
Human Sexual Education, Democracy, Human
Rights and some other emergent cross curricular
topics.
The same happens with the language, functions,
values, procedures and evaluation. . They are
there as the basics to start teaching. It means that
you can add as many language patterns, functions,
values, procedures and evaluation activities as you
want and according to each group progress.
NOTE:
Topics to be developed in technical schools.
10° technical schools 
11° technical schools 
12° technical schools 
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36
INTRODUCTORY UNIT FOR
10TH
GRADES
This is the beginning year of a new cycle within the
Educational System. The students are here because they
have chosen English as one of the subject matters they
want to learn better.
It is then, time to devote the lessons to develop the four
basic skills more than ever. The students are conscious
about the importance of English in their present and future
time. The syllabus has provided you with the alternatives to
suit the students’ demands on their language learning. Feel
satisfied with your work as you see the students
progressing in the language.
Start this introductory unit by asking them about their
needs, expectancies and other related situations. Discuss
with them their interest about learning English and the
possibilities to use different sources that can be brought by
everyone in the class.
As in previous levels, a diagnostic test is necessary to be
applied to determine the knowledge of the language the
students have in order to provide them with the appropriate
feedback.
It is recommended to reinforce the importance of English in
our every day life and especially, the job projection that
require proficiency in English. Ask them to bring newspaper
ads to the class. List the different professions that demand
this requisite. Ask the students to make phone calls to
those places to find out the conditions and salaries offered.
Then, discuss about the importance of knowing English as
language to communicate efficiently.
Keep in mind the linguistic competencies or outcomes the
students must master by then. Show them where they are
and what is expected from them at the end of the level.
Motivate them to keep their interest in the language.
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37
ENGLISH – EDUCACION DIVERSIFICADA GRADE
TARGET CONTENT N° 1 : ACHIEVEMENTS OF OUR NATIONAL ATHLETES  *
10th
OBJECTIVES
LISTENING
 Drawing
inferences.
 Identifying the
purpose of short
messages
SPEAKING
 Responding to
messages and
dialogues in short
sentences in a
range of contexts.
 Speaking with
intelligible
pronunciation and
intonation.
READING
 Understanding
short and factual
texts.
 Understanding
ideas and
information in the
text through
making inferences.
 Understanding
conceptual
meaning.
LANGUAGE
EXAMPLES
PROCEDURES






VALUES/ATTITUD
EVALUATION OF LEARNING
ES AND CULTURE
OUTCOMES
Elicitation /
 Effort to
Description of
complete the
 Selection of words, phrases to
situations on familiar
tasks
base an inference.
topics.
 Description of events and
Transmission of
 Self-realization
achievements.
information about
when competing.
familiar topics.
 Getting the gist from spoken or
written messages.
Listen to / read texts  Respect for
about familiar topics
others' activities,
to get the gist, skim,
interests abilities  Skimming, scanning, making
scan or make
and equal
inferences, etc.
inferences
opportunities for
both genders.
Adoption of different
 Summary of spoken /written
styles of writing in
texts.
documents, notes,
 Discipline to
ads, etc.
perform the
 Presentation of written essays
actions.
Production of pieces
coherent and accurate.
of writing on familiar  Efficiency when
topics.
working
individually or in
Discussion in class
groups.
of achievements of
CULTURE
National Athletes.
 Ways of
practicing sports
in our country
and in English
speaking
countries.
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38
OBJECTIVES
WRITING
 Making use of new
vocabulary and
structures encountered
in their reading to
respond orally and in
writing.
 Writing coherently and
accurately on a range of
factual and imaginative
topics.
LANGUAGE EXAMPLES
National athletes: lives and
achievements.
 Information questions:

who, when, where, how
fast/long, which, etc.
 What sports does ____
play?
Are you
good at ____?
 What’s his/her best ____?
 Sports: swimming, diving,
archery, canoeing, etc.
 National athletes:
achievements, biography,
etc.
Functions:
 Reporting and describing
events.
 Narrating information.
 Asking for and giving
information about national
athletes, their lives and
achievements.
PROCEDURES
VALUES/ATTITUD
ES AND
CULTURE
Identification of
values and
critical thinking
of different
aspects related
to music, art and
crafts.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION OF
LEARNING
OUTCOMES
39
ENGLISH – EDUCACION DIVERSIFICADA – 10th GRADE
TARGET CONTENT N° 2: COSTA RICAN ART, MUSIC AND CRAFTS  *
OBJECTIVES
LANGUAGE
EXAMPLES
LISTENING
Art crafts and
 Noting key items music in Costa
or interpreting
Rica:
the gist in
Wh_ questions:
messages,
which, when,
dialogues and
what, how many,
basic
information.
how, why, etc.
 Coping with
Who is a famous
language spoken
painter/writer?
at normal speed
Where does the
with some
___ play?
interference.
Yes/no questions
SPEAKING
Do you
 Making
themselves
like/prefer ____?
understood
Is he/she a
with little or
____?
no difficulty.
Types of music:
 Formulating
classical,
propositions
popular.
and
Places: Gallery,
answering
propositions.
theater, etc.
READING
 Selecting written
material that is
appropriate to
their competence
to read
independently.
PROCEDURES






VALUES/ATTITUDES EVALUATION OF LEARNING
AND CULTURE
OUTCOMES
Description of
 Respect for others'
 Oral production from
situations on
activities, interests
information heard.
familiar topics
and abilities.
 Production of interviews
heard.
among learners on topics
Elicitation /
 Appreciation of
such as: sports, music, jobs
transmission of
artistic
and others.
information about
manifestations and
familiar topics.
good working habits.  Production / interpretation of
Listen to / read
adds, notes, passages.
texts about
 Commitment in
familiar topics to
every action taken.
 Summaries of expressions of
get the gist, skim, CULTURE
ideas, opinions or reasons.
scan or make
 Value painters and
Role-play situations.
inferences.
musicians known in
Summary of
our country and
 Production of , redrafts and
messages about
worldwide
adaptation of different styles
familiar topics.
of writing.
Development of
criticism on
different topics
studied.
Discussion of
possibilities,
consequences,
attitudes,
personal points
of view, etc.
about familiar
topics.
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40
OBJECTIVES

Understanding
the
communicative
value (function)
of sentences and
utterances.
WRITING
 Linking
sentences and
paragraphs,
structuring ideas.
 Expressing a
range of
responses and
attitudes to
events, issues or
opinions, giving
reasons
LANGUAGE
EXAMPLES
Functions:
Requesting and
giving information.
Expressing ideas.
Comparing events.
Discussing with
someone about
something.
PROCEDURES

VALUES/ATTITUDES
AND CULTURE
EVALUATION OF LEARNING
OUTCOMES
Production
and
redrafting of
pieces
of
writing
on
familiar
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41
ENGLISH – EDUCACION DIVERSIFICADA -
10th
GRADE
TARGET CONTENT N° 3: WORDS WITH SAME/DIFFERENT MEANING
(SYNONYMS/ANTONYMS)  *
OBJECTIVES
LANGUAGE
EXAMPLES
Listening/ reading
 Understanding conceptual meaning.
 Understanding relations between
the parts of a text through lexical
cohesion devices.
 Understanding relations within the
sentence.
 Understanding texts through the use
of synonyms/antonyms.
 Speaking
 Formulating propositions and doubts
and answering them.
 Achieving higher communicative
skills through the use of
synonyms/antonyms.
Writing
 Making use of new vocabulary and
structures encountered in their
reading to respond orally or in
writing.

Synonyms and
antonyms:
 list = roll




well = bad
fight = battle
excellent = poor /
inadequate
sad = unhappy
PROCEDURES


 hot = cold
Functions:
 Deducing meaning
from words in context.
 Looking up words in a 
dictionary
EVALUATION OF
LEARNING
ATTITUDES AND
OUTCOMES
CULTURE
Identification 
of antonyms
and
synonyms in
conversation 
and writings
about
celebrations,
jobs, etc.
Brainstorm of 
words that
could finish a
set of
sentences.
Use of
synonyms in
conversations
and in writing.
VALUES/
Effort to
complete a
task
Efficiency
when
performing
tasks
Sharing with
others
Expressing opinions by using
synonyms and antonyms.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”

Identification
/application of
synonyms and
antonyms in
oral and
written
messages.
42
ENGLISH – EDUCACION DIVERSIFICADA -
10th
GRADE
TARGET CONTENT N° 4: COSTA RICAN TYPICAL FOOD  *
OBJECTIVES
LISTENING
 Understanding relations
within the sentence
(structure, syntax,
morphological, modification of
structure and negation)
characteristic of spoken
language.
 Identifying text types.
 Identifying the purpose of
short messages.
SPEAKING
 Speaking with intelligible
pronunciation and intonation.
 Discussing alternative
possibilities and their
consequences.
READING.
 Identifying details in familiar
material.
 Understanding relations
between the parts of a text
through lexical cohesion
devices.
LANGUAGE
EXAMPLES
PROCEDURES

Typical food:
 What are the
most popular
dishes in your
community?
 What do you eat
for breakfast,
lunch, etc. ____?
 Which, when,
how, what kind
of____?
 Do/does ____
like ____?
 What's typical
from____? etc.
Functions:
 Convincing people
to do something.
 Offering,
accepting or
denying politely




Description of
situations on
familiar topics.
Elicitation
/transmission of
information about
familiar topics.
Listen to / read
texts about
familiar topics to
get the gist, skim,
scan or make
inferences.
Summary of
messages about
familiar topics.
Development of
criticism on
different topics
studied.
VALUES
/ATTITUDES AND
CULTURE
 Respect for
others' activities,
interests and
abilities.
EVALUATION OF
LEARNING
OUTCOMES
 Presentation of
interviews among
learners on topics
such as food.

Tolerance
towards others


Compare food
eaten in Costa
Rica and in
English speaking
countries.


Preserving our
traditions.
CUTURE
 Establish
differences and
similarities of food
in Costa Rica.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
Completion of
charts/texts; by
ticking and
choosing
alternatives from a
passage.
Identification and
comparison of our
cultural features
with those of other
English speaking
countries.
43
OBJECTIVES
WRITING
 Producing pieces of
writing of various lengths
on real and imaginary
subjects.
 Expressing a range of
responses and attitudes
to events, issues or
opinions, giving reasons.
LANGUAGE
EXAMPLES
PROCEDURES
 Discussion of
possibilities,
consequences,
attitudes,
personal points
of view, etc.
about familiar
topics.
 Production and
redrafting of
pieces of writing
on familiar topics.
 Identification of
values and
critical thinking
about different
aspects related
to music, art and
crafts.
 Use of linking
words in
coherent and
accurate
conversation /
writing when
expressing about
food
VALUES /
ATTITUDES AND
CULTURE

Differences
within
international
cuisine.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION OF
LEARNING
OUTCOMES
 Role-playing
situations.
 Production of
written pieces of
writing.

Analyzing,
expressing ideas,
opinions or
reasons about food
44
ENGLISH – EDUCACION DIVERSIFICADA GRADE
TARGET CONTENT N° 5: HOLIDAYS AND CELEBRATIONS IN COSTA RICA WITH SOME
CELEBRATIONS IN ENGLISH SPEAKING COUNTRIES  *
10th
OBJECTIVES
LANGUAGE
EXAMPLES
LISTENING
 Understanding ideas and
information in the text
through making
inferences,
 Identifying the purpose of
short messages.
SPEAKING
 Criticizing.
 Summarizing the gist of
new items, messages and
narratives.
READING
 Identifying details in
familiar material.
 Understanding relations
between the parts of a text
through lexical cohesion
devices

Current events and
holiday celebrations:
What's your favorite
celebration?
When is it celebrated?
How is it celebrated?
My family is used to
going /eating,
celebrating, etc.
on____?
I prefer ____, etc.
Functions:
Reporting on current
events and holidays
celebrations.
Requesting and giving
information on current
events and
celebrations.
Suggesting someone.





PROCEDURES
VALUES/ATTITUDES
AND CULTURE
Elicitation /
transmission of
information about
familiar topics.
Description of
situations on
familiar topics.
Listen/read texts
about familiar topics
to get the gist, skim,
scan or make
inferences.
Summary of
messages about
familiar topics.
Development of
criticism on
different topics
studied.

Authenticity
towards own
culture
 Sharing with
others
 Importance of
holiday
celebrations
 Participation in
every activity
 Good manners
when interacting
CULTURE
 Value the
importance of
our cultural
background.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION OF
LEARNING
OUTCOMES





Summary of the
information heard.
Completion of
charts.
Comprehension
and appreciation
of values.
Role-play of
situations.
Ticking,
completing
charts/texts;
choosing
alternatives from a
passage.
45
OBJECTIVES
WRITING
 Adapting clearly,
formal and informal
writing styles at a
simple level.
 Expressing a range of
responses and
attitudes to events,
issues or opinions,
giving reasons
LANGUAGE
EXAMPLES
to do something
PROCEDURES


Discussion of
possibilities,
consequences,
attitudes,
personal points
of view, etc.
about familiar
topics
Production and
redrafting of
pieces of writing
on familiar
topics.
VALUES/ATTITUDES
AND CULTURE

EVALUATION OF
LEARNING
OUTCOMES
Identification and
comparison of

celebrations,
festivals and other
activities in Costa
Rica and in English
speaking countries 
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”

Summary of
information of
spoken or written
messages.
Written
descriptions. ( The
composition must
contain:
Introduction,
Development and
Conclusion
46
ENGLISH – EDUCACION DIVERSIFICADA GRADE
TARGET CONTENT N° 6: CAUSES AND EFFECTS OF NATURAL RESOURCES MISUSE . *
10th
OBJECTIVES
LISTENING
 Identifying text types.
 Eliciting language spoken
at normal speed with
some interference.
SPEAKING
 Discussing alternative
possibilities and their
consequences.
 Criticizing.
READING
 Understanding a range of
imaginative and factual
material that includes
some complex sentences
and unfamiliar language.
 Understanding the
communicative value
(function) of sentences
and utterances.
WRITING
 Redrafting writing tasks
already given, with
support guidance.
 Expressing and justifying
ideas, opinions or
personal points of view
LANGUAGE
EXAMPLES
PROCEDURES

Natural resources:
We should ____.
A solution could be

____.
I think/believe that ____.
I agree/don't agree
____.

It's better to ____.
What about ____, etc.
____ may be correct
____.
I would ____. etc.

Functions:
Instructing others to do
something.

Stating cause and
effect.
Expressing opinions.

Extraction of
information from
oral texts.
Elicitation
/transmission of
information about
familiar topics.
Listen to / read
texts about
familiar topics to
get the gist,
skim, scan or
make inferences.
Summary of
messages about
familiar topics.
Development of
criticism on
different topics
studied.
Discussion of
possibilities,
VALUES/ATTITUDES
AND CULTURE
EVALUATION OF
LEARNING
OUTCOMES
 Getting the gist
from spoken
messages.

Appreciation of
natural resources.

Commitment to
sustainability

National and
international
campaigns to
preserve natural
resources.
Skimming,
scanning, making
inferences, etc.

Summary of
spoken /written
texts.


Importance of

preserving our flora
and fauna.
CULTURE
 Ways used in Costa
Rica and in other
countries to preserve 
the environment.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
Analysis of ideas
expressed ,
opinions or
reasons about
different topics.
Production of
pieces of writing
with appropriate
use of the
language.
47
OBJECTIVES
and seeking
the views of others.
LANGUAGE
EXAMPLES
PROCEDURES
VALUES/ATTITUDES
AND CULTURE
consequences,
attitudes, personal
points of view,
etc. about familiar
topics.
 Production and
redrafting of
pieces of writing
on familiar topics.
 Oral discussion of
ideas, opinions or
reasons about the
use and misuse of
natural resources.
 Identification of
values and critical
thinking about
different aspects
related to natural
resources
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION OF
LEARNING
OUTCOMES
Role-plays,
simulations, strategic
interactions dealing
with the topic discuss.
48
ENGLISH – EDUCACION DIVERSIFICADA - 10th GRADE
TARGET CONTENT N° 7: LINKING WORDS IN CONTEXT.  *
OBJECTIVES
LANGUAGE
EXAMPLES
Listening/ reading
 Understanding conceptual
meaning.
 Understanding relations
between the parts of a text
through lexical cohesion
devices.
 Understanding relations within
sentences.
Speaking
 Formulating propositions and
answering questions.
Writing
 Making use of new vocabulary
and structures encountered in
their reading to respond orally
or in writing
PROCEDURES
Linking words:
 Use of linking
Conjunctions: and,
words in coherent
but, or, nor, yet,
and accurate
unless, both, whether,
conversation /
as so, while,
writing when
either...or,
expressing about
neither...nor, etc.
music, food,
When do we use
democratic
____?
traditions, etc.
Is it better to say/use  Simulation game
____ than ____?
activities using
What did _______
manipulative cards
mean?
in order to solve
Functions:
misunderstanding
Defining a language
problems.
item.
 Listen to/ read
Asking for
texts to complete
explanations of how
different tasks.
something works.

VALUES/ATTITUDES
AND CULTURE




EVALUATION OF
LEARNING
OUTCOMES
Effort to complete  Identification /
a task
application of
linking words
Efficiency when
 Production of oral
performing the
and written texts
actions
using linking
words.
Sharing with
others
Mediation
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
49
ENGLISH – EDUCACION DIVERSIFICADA -
10th
GRADE
TARGET CONTENTN° 8: TOURIST ATTRACTIONS OFFERED BY COSTA RICAN
COMMUNITIES.  **
OBJECTIVES AND LANGUGE
CONTENT
LANGUAGE
EXAMPLES
LISTENING
 Identifying the purpose of
messages.
 Noting key items or
interpreting the gist in
messages, dialogues and
basic personal information.
SPEAKING
 Responding to messages
and dialogues in short simple
sentences in a range of
context.
 Speaking with intelligible
pronunciation and intonation.
READING
 Understanding conceptual
meaning.
 Selecting written material that
is appropriate to their
competence to read
independently.
Tourist attractions:
 Do you like ____?
 Have you ever
____?
 Have you
gone/liked/enjoyed
____?
 Why don't you
____?
 Would
you_______ ?
 You should ____.
 There is/are ____.
 Let me show you
____.
 The place offers
you ____. etc.
PROCEDURES
VALUES/ATTITUDES
EVALUATION OF
LEARNING
OUTCOMES
AND CULTURE





Listen/read
texts about
familiar topics
to get the gist,
skim, scan or
make
inferences.
Role play of
situations
related to
tourists`
attractions.
Description of
situations on
familiar topics.
Elicitation
/transmission of
information
about familiar
topics.
Summary of
messages
about familiar
topics.

Appreciation of
tourist attractions
 Sharing with
others
 Good manners
 Tolerance
 Gestures
CULTURE
 Mention similarities
and differences
about
local/international
tourism in Costa
Rica.
 Cultural
awareness
towards topics
related to tourism.
 Advantages and
disadvantages of
tourism in Costa
Rica.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”





Completion of
charts/texts; by
ticking and choosing
alternatives from a
passage.
Comprehension and
appreciation of
values.
Role-play of
situations.
Identification and
comparison of our
cultural features with
those of other
English speaking
countries.
Production of pieces
of writing related
with the topic.
50
OBJECTIVES
WRITING
 Writing coherently and
accurately on a range of
factual and imaginative topics.
LANGUAGE
EXAMPLES
PROCEDURES
Functions:

Searching for basic
information on
attractions, places to
visit, facilities, etc.
Suggesting a course

of action.
Persuading,
instructing or directing
others to do

something.


Development of
criticism on different
Development of
criticism on different
topics studied.
Search of basic
information on
attractions, places to
visit, facilities, etc.
Discussion of
possibilities,
consequences,
attitudes, personal
points of view, etc.
about familiar topics.
Production and
redrafting of pieces of
writing on familiar topics
Producing pieces of
writing of various
lengths on real and
imaginary subjects.
VALUES/
EVALUATION
ATTITUDES AND OF LEARNING
CULTURE
OUTCOMES
 Identification of
specific cultural
aspects
relevant in
each region of
the country to
attract tourism.
 The
relationship of
tourism and
sex.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
51
ENGLISH – EDUCACION DIVERSIFICADA - 10th GRADE
TARGET CONTENT N° 9: COMMON ILLNESSES AND NEW DISEASES AND EPIDEMICS.  **
OBJECTIVES
LANGUAGE
EXAMPLES
LISTENING
 Drawing inferences.
 Identifying the purpose of short
messages.
SPEAKING
 Making themselves understood
with little or no difficulty.
 Formulating propositions and
doubts and answering questions.
READING
 Selecting written material that is
appropriate to their competence
to read independently.
 Understanding a range of
imaginative and factual material
that includes some complex
sentences and unfamiliar
language.
WRITING
 Structuring ideas.
 Linking sentences and
paragraphs.
 Adapting clearly, formal and
informal writing styles at a
Common illnesses,
diseases, epidemics
and prevention:
What's the matter?
How do you feel?
Have you seen a
doctor?
Do you know about
___?
You need to
take/drink/stay in bed
etc.
What are the symptoms
of ____?
What are some sexual
diseases? Etc.




Functions:
Requesting and offering
information on
symptoms of different
common diseases,
epidemics and illnesses. 
Expressing concerns
about others' heal
VALUES/ATTITUDES
AND CULTURE
EVALUATION OF
LEARNING
OUTCOMES
Listen to / read
 Tolerance
 Production /
texts about
towards the
interpretation of
familiar topics to
others
ads, notes,
get the gist, skim,  Respect for own
passages.
scan or make
body
inferences
 Getting the gist
Description of
from spoken or
 Sharing with
situations on
written
others
familiar topics.
messages.
 Solidarity with
others
Elicitation /
 Appreciation for  Summary of
transmission of
spoken /written
public health
information about CULTURE
texts.
familiar topics.
 Compare
diseases found  Expressions of
ideas expressed,
Adaptation of
in Costa Rica
different styles of
opinions or
and those found
writing in
reasons about
in English
documents,
different topics.
speaking
notes, ads, etc.
countries
about familiar
topics.
 Talk about
Summary of
messages about
familiar topics.
PROCEDURES
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
52
OBJECTIVES AND LANGUGE
CONTENT
LANGUAGE
EXAMPLES
PROCEDURES

simple level.


VALUES/ATTITUDES
AND CULTURE
Development of risky situations that
transmit sexual
criticism.
Personal points diseases
of view etc. about
familiar topics
studied.
Discussion of
possibilities,
consequences,
attitudes,
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION
OF LEARNING
OUTCOMES
 Interviews on
familiar
topics.
 Production
and rewriting
of pieces of
writing on
familiar
topics.
53
ENGLISH – EDUCACION DIVERSIFICADA GRADE
TARGET CONTENT N° 10 : OUR DEMOCRATIC TRADITION. 
10th
OBJECTIVES
LISTENING
 Understanding
relations within the
sentence (structure,
syntax, morphological,
modification of
structure and
negation)
characteristic of
spoken language.
 Identifying text types.
SPEAKING
 Discussing alternative
possibilities and their
consequences.
 Criticizing.
READING
Identifying details in
familiar material.
Understanding relations
between the parts of a
text through lexical
cohesion devices.
WRITING
 Using reference
sources to achieve
greater accuracy
precision and
LANGUAGE
ESAMPLES
Costa Rican
Democracy :
What do you understand
by ____ (democracy,
freedom, sovereignty,
etc.)?
What do you think about
____ (democracy, politics,
the right to vote/ speak,
etc.?
It's the government for the
people, by the people and
of the people.
Parties, voters, ballot,
ballot process,
citizenship, ruler, laws,
etc.
Qualities of
democracy/equality,
Functions:
Expressing opinions on
democracy and other
ideologies.
Asking for and giving
information.
Approving or disapproving
about practices,
governments, policies,
etc.
PROCEDURES







VALUES/ATTITUDES
AND CULTURE
EVALUATION
OF LEARNING
OUTCOMES
Analysis of ideas,
 Tolerance with
 Skimming,
opinions or reasons
other people’s
scanning,
about the democratic
ideas
making
traditions.
inferences,
 Authenticity when
etc.
Description of situations
dealing with
on familiar topics.
different issues
 Oral
Elicitation /
 Loyalty to our
expression
transmission of
country
of ideas
information about familiar Sovereignty
expressed,
topics.
 Influence of our
opinions or
Listen to / read texts
democratic
reasons
about familiar topics to
tradition on other
about
get the gist, skim, and
countries of
different
scan or make
Central America
topics.
inferences.
CULTURE
Summary of messages  Comparison
 Role-play of
about familiar topics.
between
situations.
Development of
democracy and
criticism on different
political theories in
topics studied.
C.R. and in other  Production,
redrafting
countries.
Discussion of
and adapting
possibilities,
 Importance of our
different
consequences,
democratic
styles of
attitudes,
tradition.
writing.
 Organization of
power within the
democratic
system.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
54
OBJECTIVES
variety of expressions (the
meaning is clear and
there may be some
mistakes).
Redrafting writing tasks
already given, with
support guidance.
LANGUAGE
EXAMPLES
PROCEDURES
VALUES/
ATTITUDES AND
CULTURE
personal points of view,
etc., about familiar
topics.

Production and
redrafting of pieces of
writing on familiar
topics.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION
OF LEARNING
OUTCOMES
Comprehension
and appreciation
of values.
55
10th
ENGLISH - EDUCACION DIVERSIFICADA GRADE
TARGET CONTENT N° 11 : CAREERS, JOBS AND LIFESTYLES  **
OBJECTIVES
LANGUAGE
EXAMPLES
LISTENING
 Eliciting language spoken at
normal speed with some
interference.
 Understanding ideas and
information in the text
through making inferences.
SPEAKING
 Speaking with intelligible
pronunciation and intonation.
 Making themselves
understood with little or no
difficulty.
READING
 Understanding a range of
imaginative and factual
material that includes some
complex sentences and
unfamiliar language.
 Understanding the
communicative value
(function) of sentences and
utterances.
Careers, jobs,
lifestyles:
Which professions are
____?
What professions do
you ____?
What do you
know/think of ____?
Are there as many
____ as ____?
Which are the benefits
of ____?
I'd like (to) ____
because ____.
How much does a
____ earn/cost at
____?
What does he/she do?
Where can you major
in ___?
____ is better than
____.
PROCEDURES





VALUES/
ATTITUDES AND
CULTURE
 Effort to do the
Completion of texts
best
by making
 Self-realization
associations to fill
 Respect for
in charts while
others' activities,
listening and
interests and
reading.
abilities.
Role
plays
of  Appreciation for
situations related
equal job
to careers, jobs.
opportunities for
Identification of
men and
values and critical
women.
thinking about
 Mention the
different aspects
cultural aspects
related to jobs.
bound to each
Description of
profession.
situations on
 Responsibility to
familiar topics.
complete a task
Elicitation
 Honesty
/transmission of
information about
familiar topics.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION OF
LEARNING
OUTCOMES





Production of
interviews on
topics such as:
sports, music, jobs
and others.
Production /
interpretations of
ads, notes,
passages.
Getting the gist
from spoken or
written messages.
Analysis of ideas
expressed,
opinions or
reasons about
different topics.
Role-play of
situations.
56
OBJECTIVES
WRITING
 Expressing and justifying
ideas, opinions or personal
points of view and seeking
the views of others.
 Expressing a range of
responses and attitudes to
events, issues or opinions,
giving reasons.
.
LANGUAGE
EXAMPLES
PROCEDURES
____ is longer.
It takes ____ to
graduate, etc.

Functions:

Describing
procedures.
Comparing facts and
events related to
possibilities,
advantages,
disadvantages, and
facilities on careers,
jobs, and lifestyles.
Requesting and
providing information




VALUES/ EV EVALUATION OF
ATTITUDES AND
LEARNING
CULTURE
OUTCOMES
 Completion of
CULTURE
charts/texts; by
Listen/read texts
about familiar topics Compare
ticking or choosing
to get the gist, skim, professions in
alternatives from a
Costa Rica and
scan or make
passage.
professions
in
inferences.
English speaking  Production of a
Summary of
countries
messages about
complete written
familiar topics.
text giving opinions
and reasons.
Development of
criticism on different
topics studied.
Discussion of
possibilities,
consequences,
attitudes, personal
points of view, etc.
about familiar
topics.
Production and
redrafting of pieces
of writing on familiar
topics.
Identification of
values and critical
thinking about
different aspects
related to music, art
and crafts.
10th The students can …
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
57



























listen to tapes, native speakers or movies.
discuss about achievements of our national athletes.
produce written descriptive texts.
narrate about different topics.
talk about Costa Rican art, music and crafts.
produce pieces of writing such as: brochures, flyers with information, posters and texts.
identify synonyms and antonyms.
use synonyms and antonyms in appropriate contexts.
exchange information about Costa Rican typical food.
produce written information promoting our typical food.
follow procedures to make a product.
write procedures.
compare holidays and celebrations in Costa Rica with some celebrations in English speaking countries.
write comparative texts about holidays, celebrations and culture.
discuss about causes and effects of natural resources misuse.
write texts using cause and effect.
identify and use linking words in context.
use linking words correctly.
talk about tourist attractions in Costa Rica.
write promotional material.
discuss about common illnesses and diseases.
produce pieces of writing to alert and prevent people from getting contaminated.
discuss about our democratic tradition.
write flyers and promotional material about the topic.
comment about careers, jobs and lifestyles.
write a resume, a letter inquiring information about a job, letters of complaint, presentation, etc.
use complex language for different communication purposes.
INTRODUCTORY UNIT FOR 11th GRADES
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
58
This is the beginning of an important school year in the
students´ life. It is the time where they make up their minds
about their own careers and other important decisions.
Start the session by promoting thought provoking by
bringing to class all sources of materials (books, brochures,
careers information, higher education catalogues, job ads
and others). Ask them to fill in a questionnaire after they
have checked the material. Present the list of topics they
will learn about during the year and how these will help
them to identify their interest of study.
Apply the diagnostic test for this level in order to identify
the student’s learning strengths and weaknesses.
Remember it is their last year in secondary education, and
that they have to fulfill final commitments. Although they
have to take a test, do not orient your efforts just to one
skill. If you plan consciously, you do not have to stress
yourself for providing extra attention to a final exam
preparation.
As in previous levels, keep in mind the linguistic
competencies or outcomes the student must master in
order to be successful with the language he is learning.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
59
11th
ENGLISH - EDUCACION DIVERSIFICADA GRADE
TARGET CONTENT N° 1: TYPES OF FOOD, EATING HABITS AND BEHAVIORS AT THE TABLE.  *
OBJECTIVES
LANGUAGE
PROCEDURES
VALUES/ATTITUDES
EVALUATION OF
EXAMPLES
AND CULTURE
LEARNING OUTCOMES
LISTENING
Appreciating /
evaluating the
content in terms of
previously received
information.
 Assessing the
implications of
content.
 Listening between
the lines.

SPEAKING
 Interviewing
people to collect
the necessary
information.
 Justifying and
defending a point
of view.
Meals and Table
 Evaluation and
Manners
discussion of
 What's your
content related
favorite food?
to food.
 What food do you
like?
 Identification of
different aspects
 What do you like to
related to food
eat? We eat a light
breakfast, a heavy
lunch and a
 Interpretation of
medium size
complex
dinner. Ice cream
sentences and
texts about food
with peanuts. Fish
 Identification
and chips.
and use of a
 We prefer..
variety of
Lunch is more
registers in
formal.
written or
Our main meal is ...
What food do/does
.......... like the best.
 Appreciation and
respect for healthy
eating habits
 Order and discipline
 Courtesy when
dealing with others
 Good manners
 Identification of items
and non-factual
materials.
 Evaluation of content.
 Assessment of
different types of texts.
 Production of oral
discussions,
descriptions and
explanations of
situations.
CULTURE
 Eating time and table  Revision and edition of
manners in Costa
pieces of writing.
Rica and in English
speaking countries
 Identification and
comparison of our
cultural features with
those of other English
speaking countries.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
60
OBJECTIVES


LANGUAGE
EXAMPLES
In my family, we set
the table this way.
PROCEDURES
VALUES/ATTITUDES
AND CULTURE
READING
spoken
Materials on
 Identifying the
food.
main point or
Functions:
important
information in a
 Asking for and
 Discussion on
piece of discourse.
giving information
the importance
about
food.
of being
 Distinguishing the
healthy.
main idea from
 Suggesting
supporting details.
someone to do
something.
 Identification
WRITING
of relations
 Describing
between ideas
Developing context of
procedures.
within texts
what they have read,
 Evaluating the
related to food
seen or heard.
results of an action
to draw
Producing longer
or event
conclusions.
sequences in which
 Elicitation of
spelling and grammar
information
are generally accurate
about eating
(the style is appropriate
habits.
to the content)
 Production of
long pieces of
writing.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION OF
LEARNING OUTCOMES
 Presentation of
written pieces
conveying
information about
the topic.
61
ENGLISH - EDUCACION DIVERSIFICADA -
11th
GRADE
TARGET CONTENT N° 2: TOURIST ASPECTS WORLDWIDE.  *
OBJECTIVES
LISTENING
 Interpreting material that
contains complex sentences.
 Understanding a variety of
registers.
SPEAKING
 Interviewing people to collect
the information.
 Offering advise.
 Making suggestions.
READING
 Recognizing indicators of
discourse.
 Drawing conclusions from
extended texts.
WRITING
 Producing longer sequences
in which spelling and
grammar are generally
accurate (the style is
appropriate to the content)
LANGUAGE
EXAMPLES
Attractions/travel
conditions.
May I help
you?
You should take this
trip because..
It's your chance to see
it all in a month/...
go through
customs/violate
regulations.
This is a one-month
package and includes
air fares,
transportation,
hotels...
What's the capital city
of................ ?
I wonder what that
place may be?
Can you tell me what
is like there?
.
PROCEDURES





Identification of
news, brief items,
and non factual
materials about
tourism.
Use of advises
and reports about
tourism including
current issues of
sex tourism.
Evaluation of
content related to
tourism, sexual
exploitation, etc.
Identification and
validation of
different aspects
related to tourism.
Interpretation of
complex
sentences and
texts about
tourism.
VALUES/
ATTITUDES AND
CULTURE
 Appreciation and
respect for tourist
spots and
traveling.
 Self esteem and
tolerance.
 Demonstration of
friendliness to
others.
 Courtesy.
CULTURE
 Differences and
similarities
among tourist
attractions
 conditions in
Costa
Rica
and in English
speaking
countries.

Understanding
foreign situations
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION OF
LEARNING
OUTCOMES


Identification of
registers.
Evaluation of
content.

Identification of
main points,
ideas or
important
information.

Summary of
texts, ideas etc.

Identification and
use of cognates
and derivatives.
Identification of
news/brief items
and nonfactual
materials.

62
OBJECTIVES


LANGUAGE
EXAMPLES
Performing tasks involving
a number 5 or 6 simple
discrete statements
describing how something
is done or giving
instructions.
Sequencing events.
Functions:
Discussing
possibilities,
probabilities of
doing something.
Requesting and
giving information
about tourist
attractions.
Advising.
Expressing and
inquiring about
preferences.
Persuading
someone to do
something.
Making
suggestions.
Describing places
PROCEDURES


VALUES/ATTITUDES
AND CULTURE
Identification
of the use of
a variety of
registers in
written
forms.
Production
of oral
interviews.

Identification
of relations
between
ideas within
texts related
to tourism.

Elicitation of
information
about
tourism.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION OF
LEARNING
OUTCOMES

Participation
in role plays,
simulations
and other
classroom
oral
productions.
63
ENGLISH - EDUCACION DIVERSIFICADA - 11TH GRADE
TARGET CONTENT N°3: LINKING WORDS IN CONTEXT  *
OBJECTIVES
Reading
 Interpreting material that
contains complex sentences.
 Understanding a variety of
different types of texts.
 Recognizing indicators of
discourse.
Writing
 Making effective use of
resources to vary the style
and scope of their own
writing.
 Production of long pieces of
writing
Speaking
 Reacting orally to messages
and written materials.
LANGUAGE
EXAMPLES
Linking words:

Words which have the
purpose of clarifying,
adding information,
giving examples,

contrasting,
establishing the cause.
Functions:
Expressing coherence.
PROCEDURES
VALUES/
EVALUATION OF
ATTITUDES
LEARNING
AND CULTURE
OUTCOMES
Interpretation of
 Order and
 Interpretation of
complex sentences
discipline.
complex
and texts that use
sentences.
linking words.
 Strength of
will.
Use of formal and
 Filling out blanks
informal style of
with the right
writing.
linking words.
 Creativity
when
consulting the  Use of a variety of
dictionary
registers in written
or spoken
materials.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
64
ENGLISH - EDUCACION DIVERSIFICADA - 11TH GRADE
TARGET CONTENT N° 4: JOB DEMAND IN COSTA RICA.  *
OBJECTIVES
LANGUAGE
EXAMPLES
LISTENING
Jobs, salaries,
 Drawing conclusions from opportunities for
employment:
and identifying the
relationship between
 I'm interested
ideas within the text.
in...
 Identifying brief news
 Let me tell you
items and non-factual
about
material from radio or TV.
 I'd like to apply
for....
SPEAKING
 Let us review
 Reacting to extreme
 Be cooperative.
points of view.
 You need to fill
 Reporting information
out ... etc.
gathered from a text or a
discussion.
Functions:
 Expressing opinions.
Comparing options.
Discussing possibilities
READING
of doing something.
 Understanding a variety
Summarizing
of types of written
information about jobs.
material for personal
interest and for
information.
PROCEDURES





Identification and
comparison of job
demand in Costa
Rica and in English
speaking countries.
Evaluation of
content related to
jobs.( Jobs and
human rights,
sexual harassment,
safety rules, etc)
Identification and
validation of
different aspects
related to jobs.
Production of
interviews and
reports about job
demand.
Interpretation of
complex sentences
and texts about
jobs.
VALUES/
ATTITUDES AND
CULTURE




Appreciation and
respect for work.
Commitment
with self and
common welfare
development.
Appreciation for
healthy
interpersonal
relations in the
working place.
Respect for
employees
protecting laws
and for human
rights.
CULTURE
 Jobs and job
opportunities
within our
country and in
English
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION OF
LEARNING
OUTCOMES

Assessment of
implications of
content.

Use of information
in diagrams.

Summary of texts,
ideas, etc.

Production of
interviews and
reports.

Production of
adds, summaries
and resumes.
65
OBJECTIVES

LANGUAGE
EXAMPLES
PROCEDURES

Identifying the main point or
important information in a
piece of discourse.
WRITING
 Using cognates, derivatives
and simple structures in short
pieces of writing.
 Developing contexts of what
they have read, seen or
heard.
 Writing a resume and
application forms.


VALUES/ATTIT EVALUATION OF
UDES AND
LEARNING
CULTURE
OUTCOMES
speaking
Identification of the
countries.
use of a variety of
registers in written or  Job requisites in
spoken materials on
our country.
jobs.
The new
demand for full
Draw conclusions and proficiency in
English in Costa
identify relations
between ideas within Rica.
texts related to jobs.
Elicitation and
transmission of
information about job
demand.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
66
ENGLISH - EDUCACION DIVERSIFICADA - 11TH GRADE
TARGET CONTENT N° 5: CAREERS.  *
OBJECTIVES
LANGUAGE
EXAMPLES
LISTENING
 Tracing the development of
arguments.
 Identifying the relationships
between ideas within the
text.
 Drawing conclusions from
the relationship within a
text.
Careers /
opportunity for
advanced
study/requirements:
SPEAKING
 Reporting information
gathered from a text or a
discussion.
 Eliciting and transmitting
information attitudes and
opinions in a wide range of
situations.
 Expressing opinions.
READING
 Coping readily with
unfamiliar topics involving
more



What do you want
to be...? Why?
Would you like
to...?
Do you want to
enter...? / pay the
admissions fee... /
fill out the...
Functions:
Persuading someone
to do something.
Expressing and
inquiring about
preferences.
Identifying different
career
opportunities.
Reporting about
possibilities.
VALUES/ATTITUDES
AND CULTURE
PROCEDURES

Summary of texts,
ideas, etc. related
to careers.


Identification and
use of formal and
informal style of
writing related to
careers.
Identification and
comparison of
careers in Costa
Rica and in
English speaking
countries.
Identification and
validation of
different aspects
related to careers.



EVALUATION OF
LEARNING
OUTCOMES
Appreciation and  Presentation of
respect for study
summaries from
habits
information heard.
 Performance of
interviews/reports
Order and
discipline
of information.

CULTURE
 Opportunities for
advanced study /
requirements, in
our country and
in UK/USA.

 Competence
among genders
when choosing a
profession.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
Identification/extra
ction of main
points, ideas or
important
information.
Identification and
use of formal and
informal style of
writing.
67
OBJECTIVES

complex language and
recognizing attitudes and
emotions.
Extracting salient points to
summarize the text, ideas,
cognates, derivatives, etc.
LANGUAGE
EXAMPLES
PROCEDURES


WRITING
 Making effective use of
resources to vary the style
and scope of their own
writing.
 Editing and redrafting their
work.
 Researching marketing
opportunities.

VALUES/ATTITUDES
AND CULTURE
Interpretation of
complex
sentences and
texts about
careers.
EVALUATION OF
LEARNING
OUTCOMES
 Identification/use
of cognates and
derivatives.

Completion of
tasks that
demand the
application of
cultural aspects,
functions and
language.

Oral participation
to demonstrate
proficiency in the
language
learned.

Written texts
expressing
opinions.
Identification and
use of a variety
of registers in
written or spoken
materials on
careers.
Identification of
relations
between ideas
within texts
related to careers
to draw
conclusions.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
68
ENGLISH - EDUCACION DIVERSIFICADA - 11TH GRADE
TARGET CONTENT N° 6: SCIENCE AND TECHNOLOGY.  *
OBJECTIVES
LISTENING
 Assessing the implications
of content.
 Tracing the development
of an argument.
SPEAKING
 Eliciting and conveying
information attitudes and
opinions in a wide range
of situations.
 Justifying and defending a
point of view.
 Expressing personal
opinions.
READING
 Understanding a wide
range of factual and
imaginative texts.
R
 Coping readily with
unfamiliar topics involving
more complex language
and
LANGUAGE
EXAMPLES
PROCEDURES
Science and

technology:
 How does
science and
technology affect
the discovery
of....
 What's the future
of...?
 Which are some 
applications of....
 What are some
fields of interest?
 Travelling to the
outer space...

Functions:
Stating facts.
Reporting about
science and
technology.
VALUES/ATTITUDES
AND CULTURE
EVALUATION OF
LEARNING
OUTCOMES
Identification /  Order and discipline
 Interpretation of
use of
complex
cognates,
sentences.
 Creativity when dealing
derivatives
with scientific issues
etc. in topics
 Identification/use
such as
of a variety of
 Commitment with self
science and
registers in
and common welfare
technology.
written or spoken
and development.
materials.
CULTURE
Evaluation of  Science and technology
content
 Evaluation of
in Costa Rica and in
related to
content.
English speaking
science and
countries.
technology.
 Assessment of
 Dealing with up dated
implications of
scientific practices
Identification
content.
(cloning, artificial
of value and
insemination, art
 Completion of
critical thinking
babies), etc.
written and oral
about different
tasks that
aspects
demand the
related to
application of
science and
cultural aspects
technology.
functions and
language.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
69
OBJECTIVES

recognizing attitudes and
emotions.
WRITING

Using informal and formal
styles of writing, (a diary
and scripting dialogues,
descriptive texts, etc).

Using a growing
knowledge of language
such as cognates and
derivatives in their written
production.
PROCEDURES
VALUES/ATTITUD
ES AND
CULTURE
Explaining /asking  Interpretation of
for explanation
complex
about
sentences and
advantages/disadva
texts about
ntages.
science and
Asking for and
technology
giving
 Identification of a
information about
variety of
facts.
registers in
written or
spoken
materials on
science and
technology.
 Draw
conclusions and
identify relations
between ideas
related to
science and
technology texts
 Elicitation and
transmission of
information
about science
and technology
and sustainable
development.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION OF
LEARNING
OUTCOMES

Production of pieces
of writing using
cognates and
derivates.
70
ENGLISH - EDUCACION DIVERSIFICADA -
11TH
GRADE
TARGET CONTENT N° 7: MORALS AND VALUES.  *
OBJECTIVES
LANGUAGE
EXAMPLES
LISTENING
 Appreciating / evaluating
the content in terms of
previously received
information.
 Assessing the
implications of content.
Morals and values:
SPEAKING
 Reacting to extreme
points of view.
 Reporting information
gathered from a text or a
discussion.







What's a value? /
moral?
I agree with you
about...
I think that we
could...
You better.
Why don't you...
Maybe if you
You shouldn't...
Functions:
 Agreeing /
READING
disagreeing.
 Drawing conclusions from  Persuading
extended texts.
someone to do
 Understanding a wide
something.
range of factual and
 Asking for and
imaginative texts.
giving information
about values.
 Expressing
opinions.
PROCEDURES





VALUES/
ATTITUDES AND
CULTURE
 Appreciation and
respect for
spiritual values.
 Respect for
human sexuality
Identification of
news, brief items,
and non factual
materials about
morals and values.
Evaluation of content
related to morals
and values
CULTURE
Identification/extracti  Values /
on of salient points,
transference of
ideas or important
values in Costa
information about
Rica and those of
morals and values.
other English
speaking
Evaluation of content
countries.
related to morals
and values.
Identification of the
values and critical
thinking on different
aspects related to
morals and values.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION OF
LEARNING
OUTCOMES




Presentation of
conclusions and
identification of
relations between
ideas within texts.
Identification of
news brief items
and non-factual
materials.
Redrafting and
editing pieces of
writing.
Manifestation of
attitudes of
appreciation and
respect for our
cultural, social and
religious, values.
71
OBJECTIVES
WRITING
 Making effective use
of resources to vary
the style and scope of
their own writing.

Editing and redrafting
their work.
LANGUAGE
EXAMPLES
PROCEDURES
VALUES/
ATTITUDES AND
CULTURE
Interpretation of
complex sentences
and texts about
morals and values.
Identification of the
use of a variety of
registers in written or
spoken materials on
morals and values.
Derivation of
conclusions and
identification of
relations between
ideas within texts
related to morals
and values.
Elicitation and
transmission of
information about
morals and values.
Production of pieces
of writing
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION OF
LEARNING
OUTCOMES
 Identification/
comparison of and
expressing critically
about our cultural
features with those
of other English
speaking countries.

Summary of texts,
ideas, etc.

Production of
written pieces.
72
ENGLISH - EDUCACION DIVERSIFICADA -
11TH
GRADE
TARGET CONTENT N° 8: PREFIXES, SUFFIXES AND ROOT WORDS.  **
OBJECTIVES AND LANGUAGE
CONTNET
LANGUAGE
EXAMPLES
READING
Word modifiers:

 Interpreting material that contains
 What does it
complex sentences.
mean?
 Understanding a variety of
 I don't mean
registers
to change the 
meaning of...
 Recognizing indicators of
discourse.
 If you
WRITING
add..............
at the
 Making effective use of resources
beginning...
to vary the style and scope of their
own writing.
 immediate-ly
/ il-logical.
 Using a growing knowledge of
etc.
language such as cognates,
derivatives and simple structures Functions:
in short pieces of writing.
 Looking up
SPEAKING
words in a
dictionary.
 Responding to written or oral
stimuli to complete tasks.
 Deducing
meaning from
words in a
context.
PROCEDURES
Interpretation of
complex
sentences and
texts.
Production of
oral and written
texts enhanced
through the use
of affixes.
VALUES/
ATTITUDES AND
CULTURE
 Order and
discipline
 Strength of will
when using the
dictionary
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION OF
LEARNING
OUTCOMES
 Interpretation of
complex
sentences.
 Production of oral
and written texts.
73
ENGLISH - EDUCACION DIVERSIFICADA - 11TH GRADE
TARGET CONTENT N° 9: GENDER: MEN'S AND WOMEN'S ROLES.  **
OBJECTIVES
LANGUAGE
EXAMPLES
LISTENING
 Assessing the implications
of content.
 Tracing the development of
an argument.
 Linking concepts.
Gender. Men's and
women's roles in
society:
What's your opinion
about...?
Are men/women... ?
I don't think...
I wouldn't ...
I'm sorry about.../ etc.
SPEAKING
 Eliciting and conveying
information attitudes and
opinions in a wide range of
situations.
 Justifying and defending a
point of view.
READING
 Understanding a wide
range of factual and
imaginative texts.
 Coping readily with
unfamiliar topics involving
more complex language
and recognizing attitudes
and emotions.
Functions:
Asking and giving
information about
gender.
Requesting/inviting
others to do
something.
Expressing concern.
Making, accepting
and refusing
suggestions.
PROCEDURES
VALUES/
EVALUATION OF
ATTITUDES AND
LEARNING
CULTURE
OUTCOMES
Derivation of conclusions  Appreciation
and identify relations
and respect for  Interpretation of
between ideas within
interpersonal
complex
texts related to gender.
relationship and
sentences
behavioral
 Identifying /using
Assessment of
guidelines.
a variety of
implications of content
registers in written
related to gender.
 Sense of
or spoken
sexuality
materials.
Identification/extraction of
 Assessment of
salient points, ideas or
 Respect for
implications of
important information
diversity
content.
about gender.
 Oral and written
discussion on the
 Respect for
Evaluation of content
human rights
topic.
related to gender.
 Completion of

tasks that demand
Identification, evaluation CULTURE
the application of
and production of critical  Women's and
cultural aspects,
thinking about different
functions and
men's roles in
aspects related to gender.
language.
our society and
Interpretation of complex
in English
sentences and texts
speaking
about gender.
countries.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
74
OBJECTIVES
LANGUAGE
EXAMPLES
WRITING
 Using informal and formal
styles of writing, such as
when keeping diary,
scripting dialogues,
describing…
 Using a growing knowledge
of language such as
cognates, derivatives and
simple structures in short
pieces of writing.
PROCEDURES
VALUES/ATTITUDES
AND CULTURE
Identification of
the use of a
variety of
registers in
written or spoken
materials on
gender.
Derivation of
conclusions and
identification of
relations
between ideas
within texts
related to
gender.
Elicitation and
transmission of
information
about gender.
Criticism on texts
for their open
and hidden
messages on
gender roles.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION OF
LEARNING
OUTCOMES

Production of
written pieces.
75
ENGLISH - EDUCACION DIVERSIFICADA - 11TH GRADE
TARGET CONTENTN° 10: SENIOR CITIZENS, MINORITY GROUPS AND...  **
OBJECTIVES
LISTENING
 Tracing the
development of an
argument.
 Identifying the
relationships between
ideas within the text.
 Drawing conclusions.
SPEAKING
 Interviewing people to
collect the necessary
information.
 Offering advice.
 Suggesting solutions.
READING
 Distinguishing the main
idea from supporting
details.
 Transcoding
information to
diagrammatic display.

LANGUAGE
EXAMPLES
Senior citizens /

opportunities / family
life:

Who are senior
citizens?
 How can you
help /take
care...?
 Could we... ?
 Let's...
 Why don't we...?
 I'd like to..
 I don't think...
 I wouldn't...
 I'm sorry
about.../ etc.
Functions:
 Asking for and
giving information
about senior
citizens.
 Requesting/inviting
others to do
something.
 Expressing concern.




PROCEDURES
VALUES/ATTITUDES
AND CULTURE
Transference of
information related
to senior citizens to
diagrammatic
display.
Evaluation of
content related to
minority groups and
the lack of the
exercise of human
rights for them.
Identification,
evaluation and
production of critical
thinking of different
aspects related to
minority groups,
their sexual
behavior, etc.
Interpretation of
complex sentences
and texts about
minority groups.
Identification of
ideas or important
information in texts.

Appreciation and 
respect for
elderly people

Tolerance
towards others

Respect for
human rights

Quality of life



Awareness of
aging
CULTURE
 Senior citizens
activities /
treatment in
Costa Rica and
other English
speaking
countries.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”



EVALUATION OF
LEARNING
OUTCOMES
Identification /use of
a variety of registers
in written or spoken
materials.
Derivation of
conclusions and
identifying relations
between ideas
within texts.
Identification /
extraction of main
points, ideas or
important
information.
Transference of
information to
diagrammatic
display.
Summary of texts,
ideas etc.
Production of
speeches and oral
situations. .
76
OBJECTIVES
WRITING
 Developing context of
what they have read,
seen or heard.

Producing longer
sequences in which
spelling and grammar
are generally accurate
(the style is appropriate
to the content)
LANGUAGE
EXAMPLES

Making,
accepting
and refusing
suggestions.
PROCEDURES


VALUES/
ATTITUDES AND
CULTURE
Editing and redrafting
written pieces.
The use of a variety of
registers in written or
spoken materials on
the topic.

Derivation of
conclusions and
identification of
relations between
ideas within texts.

Elicitation and
transmission of
information.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION OF
LEARNING
OUTCOMES
 Production of
essays

Completion
of tasks that
demand the
application of
cultural
aspects,
functions
and
language.
77
11TH
ENGLISH - EDUCACION DIVERSIFICADA GRADE
TARGET CONTENT N° 11: WORDS WITH THE SAME PRONUNCIATION BUT DIFFERENT MEANINGS.  ** @
OBJECTIVES
READING
 Interpreting complex
sentences.
 Understanding a variety of
registers.
 Recognizing indicators of
discourse.
WRITING
 Making effective use of
resources to vary the style
and scope of their own
writing.
 Using a growing knowledge
of language such as
cognates, derivatives and
simple structures in short
pieces of writing.
SPEAKING
 Reacting orally towards
different commands.
LANGUAGE
EXAMPLES
PROCEDURES

Homonyms:
Key-key / slip-slip.
What's the meaning
of...?
Here it means...
Functions:
 Discriminating
meaning from
context


Interpretation of
complex
sentences and
texts.
Assessment of
content.
VALUES/
ATTITUDES AND
CULTURE
 Order and
discipline

Strength of will
Assessment of
implications of
content related to
media.
.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION OF
LEARNING
OUTCOMES
 Interpretation of
complex
sentences.

Assessment of
content.
78
ENGLISH - EDUCACION DIVERSIFICADA - 11TH GRADE
TARGET CONTENT N° 12: MASS MEDIA AND COMMUNICATIONS.  **
OBJECTIVES
LANGUAGE
EXAMPLES
LISTENING
 Assessing the implications
of content.
 Tracing the development of
an argument.
SPEAKING
 Offering advice.
 Reacting to extreme points
of view.
 Reporting information
gathered from a text or a
discussion.
 Stating an opinion.
READING
 Identifying the main point
or important information in
a piece of discourse.
 Distinguishing the main
idea from supporting
details.
 Reading between the lines.

MediaCommunications:
 TV is
important
because...
 The
communicatio
n facilities...
 Why
is..............
important?
 I think that....
 I don't
consider....
 In my
opinion... etc.
Functions:
 Asking for and
giving
information about
media and
communications.
 Describing
situations/facts.
PROCEDURES
VALUES/
ATTITUDES AND
CULTURE
Production of
 Critical attitude
interviews /
towards media
offering of
and
advice/reports of
communication.
information about  Respect for
media.
freedom of
Transference of
expression
information
 Respect for
related to media.
human rights.
Evaluation of
content related to  Creativity
media and the
negative impact
of advertisement CULTURE
in children and
 Communications
teen ages.
and media /
Identification of
implications in
values and
Costa Rica and
critical thought
in other English
about different
speaking
aspects related
countries.
to media.
Interpretation of
complex
sentences and
texts about
media
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION OF
LEARNING
OUTCOMES
 Assessment of
implications of
content.

Production of
interviews/reports
information.

Identification/extract
ion of main points,
ideas or important
information.

Transference of
information to
diagrammatic
display.
Summarizing texts,
ideas etc.
Production of
written pieces.
Production of oral
situations stating
opinions.



79
OBJECTIVES
WRITING
 Making effective use of
resources to vary the
style and scope of their
own writing.
 Producing a piece of
coherent writing.
LANGUAGE
EXAMPLES
Identifying
Facts/situations.
Agreeing/disagreeing.
PROCEDURES



VALUES/
ATTITUDES AND
CULTURE
Identification of
various written or
spoken registers
used by media.
Derivation of
conclusions and
identify relations
between ideas
within texts related
to media.
Elicitation and
transmission of
information about
media.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
EVALUATION
OF LEARNING
OUTCOMES
80
11th
The students can …
 listen to different varieties of
spoken language.
 talk about types of food, eating
habits and behaviors at the table.
 produce pieces of writing
describing the situation at the
table, etc.
 describe procedures for setting a
table.
 identify formal and informal
situations at the table.
 discuss about tourist aspects
worldwide.
 describe travel plans
 place reservations.
 fill out forms
 write descriptive texts.
 use linking words in context.
 justify job demands in Costa Rica.
 produce a written text
 compare careers.
 write comparative texts.
 summarize information.
 argue about their position towards
science and technology.
 produce pieces of writing
describing a situation.

















discuss about morals and values.
agree and disagree.
persuade someone to do
something.
use prefixes, suffixes and root
words in context.
deduce meaning from context.
justify men’s and women’s roles in
our society.
discuss about senior citizens and
minority groups.
invite someone to do something.
use words with the same
pronunciation (homonyms).
discuss about mass media and
communications.
write a set of texts, describing,
criticizing, justifying points of view,
demanding for explanations
among others.
use language comprehensibly and
appropriately to communicate
effectively.
write a letter inquiring information
about diverse topics of interest.
ask for and give information.
discuss about different topics
studied.
analyze information.
produce well prepared and
spontaneous speeches.
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
81




infer meaning from context.
express and defend opinions and
personal points of view.
evaluate content.
write a resume, cover letter, letter
of presentation, letter asking for a
job.
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82
GLOSSARY
This includes brief, simple definitions of terms which have
been used in this syllabus and which may be unfamiliar
ACTIVITY
PRE-ACTIVITY
WHILE-ACTIVITY
POST-ACTIVITY
ASSESSMENT
ATTITUDES
AUTHENTICITY
Situation in which a lot of things
are being done, usually in order to
achieve a particular purpose.
Those actions performed to
introduce the topic to, prepare their
cognitive knowledge the learners
with the topic and motivate them
for the fore coming activity.
The actions performed during the
development of an activity in order
to achieve the learning goal.
The actions related with the
activity and performed after the
"while activity" stage in order to let
the students reinforce and apply
the knowledge acquired.
The measurement of the ability of
a person or the quality or success
of the teaching course, etc.
Expressions of positive or negative
feelings towards the learning of a
new language.
The degree to which language
teaching materials have the
qualities of natural speech or
writing.
AUTHENTIC MATERIALS Texts which are taken from
newspapers, magazines, etc, and
tapes of natural speech taken from
radio or television programs.
AWARENESS
Acquaintance,
appreciation,
consciousness with knowledge.
BELIEF
An acceptance of a thing, fact,
statement, etc.
COMMUNICATION
Activity or process of giving
information to other people or
other living things, using signals
such as speech, body movement
or radio signals.
COMMUNICATIVE
COMPETENCE
The ability not only to apply the
grammatical rules of a language in
order to form grammatically correct
sentences but also to know when
and where to use these sentences
and to whom. It includes
knowledge of the grammar and
vocabulary of the language.
Knowledge of rules of speaking.
(knowing how to begin and end
conversations, what topics may
be talked about in different types
of speech events, knowing which
address forms should be used
with different persons. Knowing
how to use and respond to
different types of speech acts.
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83
CURRICULUM
CONVEY
Knowing how to use language
appropriately.
The knowledge, skills, materials,
learning activities, and terminal
behavior required in the teaching
of any subject. /see syllabus.
Communicate (an idea, meaning,
etc).
CULTURAL
COMPONENT
The part of the language which
includes the total set of beliefs,
attitudes,
customs,
behavior,
social habits, etc, of the members
of a particular society.
CULTURE
Ideas, customs, arts, etc, that are
produced or shared by a particular
society.
CROSS-CURRICULAR Curricular activities that are
correlated.
CURRICULUM
/ SYLLABUS
An educational program which
states:
DIAGNOSTIC
a- The educational purpose of the
program (the ends).
c- Some means for assessing
whether or not the educational
ends have been achieved.
A test which enables the tester to
diagnose the strengths and
weaknesses of a candidate.
DIAGRAMMATIC (adj.) The representation of an object
and its parts by a drawing which
shows its general scheme or
outline.
DECODE
Convert into intelligible language.
DEDUCTIVE
Use to describe a method of
reasoning where conclusions are
deduced logically from other things
that are already known.
ELICIT
To get learners to actively produce
speech or writing. To obtain
information about how someone
uses a particular language item.
EPISTEMOLOGY
The theory of knowledge, esp. the
critical study of its validity,
methods, and scope.
ENVIRONMENT
Conditions, circumstances, etc.
affecting people's lives.
EVALUATION
The whole process of determining
the effectiveness of teachingwhich may be by means of formal
tests and examinations, or by
informal or subjective feedback
from students and teachers./ see
assessment.
EXTENSIVE READING Extensive reading means reading
in quantity and in order to gain a
general understanding of what is
read. It is intended to develop
good reading habits, to build up
knowledge of vocabulary and
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
84
structure, and to encourage a
liking for reading.
FEEDBACK
Monitoring and adapting one's
actions on the basis of the
perceived
effect
on
the
environment. In language work,
response to the reactions of
listeners and readers.
FORMAL COMPONENT The part of the language which
includes the patterns or "forms" of
the language.
FORMATIVE
EVALUATION
A learning activity through which
the students learn from their own
mistakes.
FLUENCY
Language work in which the
learner is acting naturally, I In the
same way as when using the
mother tongue.
FUNCTION
The communicative purpose of a
piece of language.
FUNCTIONAL
COMPONENT
The part of the language which
refers to it as an instrument of
social interaction rather than a
system that is viewed in isolation.
Language is often described as
having three main functions:
descriptive, expressive and social.
GLOBAL DEVELOPMENT
The
insertion
of
individual and national working
forces into the world development.
GROUP WORK
Work in which the class is broken
into small groups of from three to
eight people. They may work
simultaneously on the same task,
or be given different tasks of
varied types or levels.
GUIDELINES
Principles or criterion guiding or
directing action.
IMPLEMENTATION
The process of carrying out a plan,
a system, a law, etc, you carry
them out in order to change or
control the situation.
INDUCTIVE
A way of reasoning in which you
use individual ideas or facts to give
you a general rule or conclusion.
INFERENCE
The process of arriving at a
hypothesis, idea or judgment on
the basis of other knowledge,
ideas or judgments.
INFORMATION GAP A situation where information is
known by only of those present. In
communicative language teaching
it is said that in order to promote
real
communication
between
students,
there
must
be
information gap between them or
between them and the teacher.
Without that gap the classroom
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
85
activities and exercises will be
mechanical and artificial.
INPUT
Oral, written or visual stimuli from
the formal or informal learning
setting.
INSTRUMENT
A person, system or organization
that is a "tool or device" for
achieving a particular aim used by
people as a way of achieving that
aim.
INTEGRATION OF SKILLS
The teaching of the
language skills of reading, writing,
listening,
and
speaking,
in
conjunction with each other, as
when a lesson involves activities
that relate listening and speaking
to reading and writing.
INTENSIVE READING Is generally done at a slower
speed, and requires a higher
degree of understanding than
extensive reading.
INTERACTION
Communication
between
two
people.
LEARNER
A person who is learning a subject
or skill.
LEARNING
The process by which a person
acquires a language.
LEARNING STRATEGY A way in which a learner
attempts to work out the meanings
and uses of words, grammatical
rules, and other aspects of
language, for example by the use
of generalization and inference.
LEARNING STYLE
The particular way in which a
learner tries to learn something. In
second or foreign language
learning, different learners may
prefer different solutions to
learning problems. For example,
some may feel writing down words
or sentences that may help them
to remember them. Others may
find they remember things better if
they associate them with pictures.
MATERIALS (authentic) Used in the classroom, but not
specifically designed for teaching,
e.g. newspaper articles.
MEDIATION
The action of changing events,
experiences
or
sets
of
circumstances.
METHODOLOGY
The study of the whole process of
language teaching with the aim of
improving its efficiency.
MONITORING
Both language learners and native
speakers typically try to correct
any errors in what they have just
said.
This is referred to as "monitoring".
The
learner
can
monitor
vocabulary, grammar, phonology,
or discourse. (The learner uses
"learned" knowledge to improve
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
86
utterances generated by means of
"acquired" knowledge.
MOTIVATION
To stimulate the interest of a
person in an activity in learning, to
stimulate students to comprehend
and learn.
OUT PUT
Amount of language learned by
the students.
PAIR-WORK
Work in which students operate
simultaneously in pairs on a task,
or on different tasks.
PEER TEACHING
Classroom teaching in which one
student
teaches
another;
particularly within an individualized
approach to teaching.
For
example, when students have
learned something, they may
teach it to other students, or test
other students on it.
POLICITY
A general set of ideas or plans that
has been officially agreed on by
people in authority and which is
used as a basis for making
decisions.
PRINCIPLE
A general rule that you try to obey
in the way that you behave or in
the way that you try to achieve
something.
PROBLEM-SOLVING A learning strategy which involves
selecting from several alternatives
in order to reach a desired goal.
PROCEDURE
Action or series of actions to be
completed in order to carry out a
process.
PROCESS
A series of actions which are
carried out in order to achieve a
particular result.
PROSODIC FEATURES Sound characteristics which
affect
whole
sequences
of
syllables.
REGISTER
The varied styles of language
which are used for different
purposes, varying according to
such dimensions as setting, role of
speakers, topic, mode (speaking
or writing), and so on.
RHETORICAL
Concerned with effect or style
rather than content or meaning.
ROLE-PLAY
Drama-like classroom activities in
which students take the roles of
different participants in a situation
an act out what might typically
happen in that situation.
SIMULATION
A
learning
experience
that
"simulates" a real language
application situation.
Skills
Knowledge and ability that enables
you to do something well.
STUDENT/LEARNER In a communicative approach, a
learner is the person on whom the
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
87
SUBSKILLS
SUMMATIVE
EVALUATION
SUSTAINABLE
DEVELOPMENT
SYLLABUSCURRICULUM
TASKS
learning process is centered.
Sources, materials, methodology
are chosen to suit his/her learning
needs.
A division of the skills, such as
discriminating
sounds
in
connected speech, understanding
relations within a sentence or
identifying the purpose and scope
of the lecture.
TRANSCODE
TEACHER
TEXT
command may be referred to as
tasks.
Convert from one form of coded
representation to another.
A guide, facilitator of learning, on
whom the responsibility of quality
of education lays.
A piece of spoken or written
language.
An action carried out to measure
students' knowledge. It normally
takes place at the end of a
learning process.
A growth scheme which promotes
the rational use of resources in
order to make the growing
permanent.
A description of the contents of a
course of instruction and the order
in which they are to be taught.
An activity or action which is
carried out as the result of
processing
or
understanding
language (i.e. as a response). For
example drawing a map while
listening to a tape, listening to an
instruction and performing a
“RELANZAMIENTO DE LA EDUCACIÓN COSTARRICENSE”
88
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__________.
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Language Class. The United States of America:
Heinle & Heinle, 1978.
Puchta, H & Scrwtz, M.
Teaching Teenagers.
England: Longman, 1984.
Pattison, P.
Developing Communication Skills.
Cambridge: Cambridge University Press, 1987.
Taylor, L. Vocabulary in Action. Great Britain:
Prentice Hall, 1992.
Read, C. Tandem Plus - Pair Work Activities for
Begginers, Elementary and Low, Intermediate
Students. Edinburg: Thomas Nelson & Son
Ltd.
Rixon, S. How to Use Games in Language Teaching.
Great Britain: Modern of English Publications,
1991.
Sion, C. More Recipes for Tired Teachers. The
United States of America: Addison - Wesley
Publishing, Company, 1991.
Ur, P. Discussion that Works - Task - Centered
Fluency Practice. Cambridge: Cambridge University
Press, 1981.
Ur, P & Wright, A. Five-Minute Activities - A Resource
Book of Short Activities. Cambridge: Cambridge
University Press, 1992.
Wright, A.; Betteridge D. & Buckby. Games for
Language Learning.
Cambridge: Cambridge
University Press, 1983.
GRAMMAR
Celce-Murcia, M. and D. Larsen-Freeman The
Grammar
Book. The Unites States of America.
Heinle and
Heinle, 1999.
Leech, G, & Startvik, J. A Communicative Grammar of
English. England: Longman. 1975.
Parrott, M. Grammar for English Language Teachers.
Cambridge: Cambridge University Press, 2000.
Ur, P. Grammar Practice Activities - A Practical Guide
for Teachers. Cambridge: Cambridge University
Press, 1988.
Werner, P.K. Compact I - A Communicative Based
Grammar. The United States of America: McGraw
Hill, 1990.
LITERATURE
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Duff, A. & Manby, A. Literature. Oxford: Oxford
University Press, 1990.
Maccarone, S. Building Dreams. The United States:
D.C. Heath and Company, 1983.
READING
Cairney, T.V. Teaching Reading Comprehension.
Great Britain: Bidddles limited, 1990.
Davis, E.; Whitney, N.; Pike Baky, M.; & Blass, L.
Task Reading. Cambridge: Cambridge University
Press, 1990.
Green, J. Class Readers. Oxford: Oxford University
Press, 1988.
Grellet, F. Developing Reading Skills. Cambridge:
Cambridge University Press, 1981.
Holme, R. Talking Texts - Innactive Recipes for
Intensive Reading. England: Longman, 1991.
Walter, C.
Authentic Reading.
Cambridge:
Cambridge University Press, 1982.
Wiliams, E. Reading in the Language Classroom.
London:
ELTS, 1984.
LISTENING
Adelson - Goldstain; Goldman, J.R., Shapiro R. Weiss.
Listening and Speaking Activity Book - The New
Oxford Picture Dictionary - Activity Book. Oxford:
Oxford University Press, 1993.
Blundell, L. & Stokes J. Task Listening. Oxford:
Oxford University Press, 1981.
Burgess, S & O'Neill, R. English Works - Workbook 1.
The United Kingdom: Longman, 1993.
Davis, D. & Rinvolucri, M. Dictation - New Methods,
New Possibilities.
Cambridge:
Cambridge
University Press, 1988.
McDowell, J. & Hart, C. Listening Plus. Authentic
Recordings with Tasks to Develop Listening Skills
and Learner Training.
Great Britain: Thomas
Nelson & Sons Ltd. 1987.
Rost, M. Listening in Action. Great Britain: Prentice
Hall International, 1991.
Schimpff, J. W. Intermediate Workbook - The New
Oxford Picture Dictionary.
Oxford:
Oxford
University Press, 1988.
SPEAKING
Bobson, J.M.
Effective Techniques for English
Conversation Groups.
The United States of
America: USIA, 1974.
Kirby, S. & Key, P. Speaking Skills - Students' Book.
Great Britain: Pinguin Books, 1989.
Kirby, S. & Key, P. Speaking Skills - Teacher's Book.
Great Britain: Pinguin Books, 1989.
Morgan, J & Rinvolucri, M. Once Upon a Time - Using
Stories in the Language Classroom. Cambridge:
Cambridge University Press,
1983.
Nolasco, R. & Arthur, L. Conversation. Oxford:
Oxford University Press, 1987.
WRITING
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Byrne, D.
Teaching Writing Skills.
England:
Longman, 1988.
Leki, I. Academic Writing. Second Edition- Exploring
Processes and Strategies. Cambridge:Cambridge
University Press, 1998.
Tom, A. & McKay, H. Writing Warm Ups - 20 Activities
for Prewriting. The United States of America:
Alemany Press, 1989.
Turkenik, C. Choices-Writing Projects for Students of
ESL. Cambridge: Cambridge University Press,
1998.
United States of America: Addison-Wesley
Publishing Company, 1996.
Richards, J. and J.A. Upshur. Classroom-Based
Evaluation in Second Language Education.
Cambridge:
Cambridge
Language
Education,1996.
Rogers, B. Complete Guide to the TOEFL Test. The
United States of America: Heinle and Heinle,
2001.
DICTIONARIES
ASSESSMENT AND EVALUATION
Alderson, J. C. , C. Clapham and D. Wall. Language
Test
Construction and Evaluation. Cambridge:
Cambridge
Univesity Press, 1995.
Alderson, J. C. Assessing Reading. Cambridge:
Cambridge Language Assessment Series, 2000.
Buck, G. Assessing Listening. Cambridge:
Cambridge Language Assessment Series, 2001.
Cohen, A.D. Assessing Language Ability in the
Classroom. Second Edition. The United States of
America: Heile and Heile, 1994.
Cushing Weigle, S. Assessing Writing. Cambridge:
Cambridge Language Assessment Series,2002.
Read, J. Assessing Vocabulary. Cambridge:
Cambridge Language Assessment Series,2000.
O´Malley, J.M. and L. Valdez Pierce. Authentic
Assessment for English Language Learner. The
Bilingual dictionaries S/E - Esp.
Diccionarios Bilingües Español-Inglés / InglésEspañol por escoger:
- Applenton-Cuyas.
Applenton-Cuyas - Nuevo
Diccionario Revisado. Editorial Prentice Hall
Hispanoamérica, S.A.
- Cortina M.Graw Hill.
Spanish-English / InglésEspañol. Edición Especial. Editorial McGraw Hill.
- Larousse - Diccionario Práctico Inglés-Español /
Español-Inglés. Ediciones Larousse.
- Universidad de Chicago. Diccionario Inglés-Español /
Español- Inglés. University of Chicago.
Diccionarios en Inglés para años superiores por
escoger:
-
Collins Cobuild-Essential English Dictionary - Collins Collins Pocket - English Usage-New. Collins.
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Longman Handy Learner's Dictionary of American
English. Longman.
Longman Picture Workbbook. 7th level. Longman.
Oxford - Learner's Dictionary of English Idioms.
McCaig and Manser.
Oxford Learner's Pocket Dictionary with Illustrations Oxford Webster's II - New Riverside Dictionary.
Houghton Miffin.
BASIC RECOMMENDED LEARNING MATERIALS
Bonilla, R.M.; Sibaja, A. & Villegas, M.T. Have Fun 1,
-Learning English in Costa Rica. San José:
Farben Norma, 2003. Second edition.
Bonilla, R.M.; Quirós, O.; Ureña, E. & Villegas, M.T.
Have Fun 3, -Learning English in Costa Rica. San
José: Farben Norma, 2001. Second edition
Villegas, M.T. & Bonilla, R. Have Fun 2, Learning
English in Costa Rica. San José: Farben Norma,
2001. Second edition
NEWSPAPERS AND MAGAZINES
The Tico Times. The Central American English
Newspapers - Editorial semanal.
Magazines, newspapers and books on specific topics
published in English etc.
WEB RELATED RESOURCES FOR THE TEACHER
http://www.ntlf.com/
Site includes an overview of the National Teaching and
Learning Forum, likns to information on the web, current
publications on the web, and a library of published
material, both print and web published.
http://www.nea.org/
This site has a searchable database for educational
material, which is broken down by grade and subject. It
also has information regardingon how to effectively run a
classroom. This huge site has numerous web-based
articles pertaining to education and technology.
http:www.wam.umd.edu/mlhall/
“ The World Wide Web sites collected on this page reflect
the considerable variety of uses for comouting and
related forms of electronic technology in teaching.” This
site serves to help implement net based resources into
the classroom, with links to online courses and online
teaching demonstrations.
http://www.nara.gov/
The National Archives and Records Administration has
information that helps teachers of students are all levels
in using archival documents in the classroom. The Digital
Classroom provides materials from NARA, methods for
teaching with primary sources, and sample lesson plans.
http://www.splusnet.com/evilcow/tutorial
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This site offers simple instruction how to produce a web
site for educational purposes. The site has templates,
clip-art graphocs and a tutorial to allow anyone to
produce quick and instructional web-site.
http://ericir.sunsite.syr.edu/
This huge site offers the educator access to a variety of
services and products on a broad range of equationrelates issues.
http://www.nwre.org/sky/
This site contains more than 6,000 links to educational
materials for students, teachers, counselors and
librarians.
The A-Z of useful resources for the TEFL/TESL sector
is on the TEFL Europe web site at
http://www.tefleurope.com/links.html; also the Academy
of Windsor Institute in Barcelona's homepage:
http://www.windsorinstitute.com/links.html; and
http://www.windsorschools.co.uk/links.html,
http://www.eviews.net/references.shtml,
http://www.windsorenglish.com/links.html, and finally
http://www.windsorlanguages.com/links.html. There is a
reciprocal link back to this site under ESL_Home on all
these pages, courtesy of Craig McLaughlan, webmaster.
(viewed January 2003)
Internet TESL Journal
The Internet TESL Journal's extensive and regularly
maintained site organizes and links many aspects of ESL
such as: •Professional Life: Associations, Conferences,
Journals, Newsgroups, Teacher Training, Web-Based
Discussions & Bulletin Boards •Teaching English:
Bilingual Education, CALL, English for Science &
Technology, Literacy •Articles, Lessons, Linguistics,
Phonetics & Pronunciation, Reference Materials •Raw
Materials for Lessons: Culture, Reading Materials, Poetry
& Song Lyrics, Travel, Vocabulary •Teachers'
Homepages •Projects by ESL Students •Schools
(ESL/EFL) •Education in General: Journals, Links to
Teaching Resources, Using the Internet •Jobs - Where to
Find Them
Under For Students As Well As Teachers, there are:
•Games - Quizzes - Puzzles •Grammar & English Usage
•Listening •Penpals & Communicating With Others
•Reading •Tests: TOEFL •Vocabulary - Idioms - Words
•Writing •Commercially Available ESL Materials &
Services:
These pages were all active in March, 2001


The Internet TESL Journal's Activities for ESL
Students: http://www.aitech.ac.jp/~iteslj/s/
Selected ESL/EFL Links for Students, at
http://www.aitech.ac.jp/~iteslj/ESL.html
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








Self-study Quizzes for ESL Students:
http://www.aitech.ac.jp/~iteslj/quizzes/
Crossword Puzzles for ESL Students:
http://www.aitech.ac.jp/~iteslj/cw/
Interactive Javascript Quizzes for ESL Students:
http://www.aitech.ac.jp/~iteslj/quizzes/js/
Daily Page for ESL Students:
http://www.aitech.ac.jp/~itesls/daily/ (has such
things as "Proverb of the Day", "Quiz of the Day")
Easy Vocabulary Quizzes with Pictures at
http://www.aitech.ac.jp/~itesls/vq/ (Interactive
JavaScript quizzes. Good for beginners.)
Commonly used Proverbs at
http://www.aitech.ac.jp/~itesls/proverbs/ (Wellknown short sayings presented in a quiz-like
fashion.)
Commonly-used American Slang at
http://www.aitech.ac.jp/~itesls/slang/ (Slang is
informal, often entertaining, language.)
Fun with Randomly-Generated Sentences:
http://www.aitech.ac.jp/~itesls/rs/ (These
JavaScript pages will make sentences for you
which you can study.)
Everyday Vocabulary Anagrams at
http://www.aitech.ac.jp/~itesls/anagrams/ {These
are words made by using letters of another word in
a different order.)
TESL/TEFL/TESOL/ESL/EFL/ESOL Links
The Internet TESL Journal, ESL links page at
http://www.aitech.ac.jp/~iteslj/ESL3.html displays
the following search engine and at last count 3,000
links. You can search it from here:
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ANNEX I
8. Teachers
GUIDELINES TO DEVELOP THE SYLLABUS
1. The English syllabus for language teaching and
2.
3.
4.
5.
6.
7.
learning is the official document that organizes
teaching aspects in the Secondary Education in
Costa Rica.
Teachers should read the syllabus before planning
their lessons. The introductory pages help
teachers to set their teaching practice in the
communicative approach. Teacher must provide
the opportunity to facilitate pre-while and post
activities to assure language).
The language use to carry out the planning for
teaching must be English.
Teachers must take into consideration the
teaching phases: Introduction, Practice, Production
and Consolidation.
Classroom and evaluation activities must follow
the objectives.
The teaching practice should reflect the principles
of the communicative approach and should
provide opportunities to develop the four basic
skills.
The language use in the classroom to give
instructions and other teaching tasks has to be
English.
should
provide
the
students
opportunities
to learn the language to
communicate orally and in written form.
9. It is valid to use as much learning material as
possible.
10. Evaluation activities must reflect those types
already practiced in class.
11. Teachers should use all sources of materials and
devices; realia, authentic print and audio material
(books, newspapers, tourist information, brochures,
internet, computer games ,specific software, didactic
games, scenarios, discussion, round tables, critical
thinking exercises, and other procedures that help
improve the students competence and performance of
the language they learn.
12. Native speakers of English are good resources for
teachers and students. They should be invited to visit
the school and provide real practice on the language
learned to discuss topics on different fields.
13. Both teachers and students should devote time to
do some research to keep updated sources.
14. Language teaching and learning must be in
context.
15. The English class must be dynamic and a unique
opportunity for the students to learn the language.
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ANNEXO 2
MINISTERIO DE EDUCACIÓN PÚBLICA
EDUCACIÓN ACADÉMICA
ASESORÍA NACIONAL DE INGLÉS
III CICLO Y EDUCACIÓN DIVERSIFICADA
FUNDAMENTACIÓN DE LA ELABORACIÓN DE LOS PROGRAMAS DE
ESTUDIO DE LA ASIGNATURA INGLÉS
Leonor Eugenia Cabrera Monge
Asesora Nacional de Inglés
Para la elaboración de los programas de
estudio de inglés general (GE) para la
Educación Académica y para los cursos
de inglés especializado, para la
Educación Técnica, se ha tomado como
base filosófica los postulados del enfoque
comunicativo para la enseñanza de las
lenguas extranjeras, los principios para
escribir programas de estudio de John
Munby (1978), en su libro Communicative
Syllabys Design y las funciones del
lenguaje, que hacen posible los actos de
habla.
El enfoque comunicativo centra su atención en el alumno
que aprende, cuyo interés en el aprendizaje permite
organizar el currículo de acuerdo con las necesidades
de aprendizaje específicas. Este ordenamiento, permite
entonces, que la lengua que se aprende tenga un
propósito en especial. Importante sigue siendo dentro del
enfoque comunicativo, el estudio del componente formal;
sin embargo, lo más importante es la función
comunicativa o el propósito por el cual se lleva a cabo el
acto comunicativo.
De igual manera, en la descripción del objeto de estudio
de la asignatura, éste se divide en tres componentes: 1)
Formal, que se debe estudiar como un medio para llegar
a una comunicación eficiente. 2) Funcional, que se
refiere al propósito comunicativo por el cual se usa la
lengua. 3) Cultural, debe estar presente en l estudio de
los otros dos componentes. La lengua es una
manifestación cultural de un grupo lingüístico. El uso
pertinente de los tres componentes garantiza el
desarrollo de la competencia comunicativa requerida.
En este enfoque, se requiere que el estudiante aprenda
diferentes formas para cumplir con una función. Para
pedir un lapicero, el estudiante puede utilizar:
A)
B)
Excuse me; do you have an extra pen I
can use?
Can I borrow your pen?
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C)
D)
Is there a pen I can use ?
May I borrow your pen?
La función del lenguaje es: Asking for and giving
information (Pedir y solicitar información).
ORGANIZACIÓN DEL DISEÑO CURRICULAR DE LOS
PROGRAMAS DE ESTUDIO
Al organizar un curso o programa de lengua extranjera,
dentro del enfoque comunicativo, se puede hacer
utilizando diferentes marcos referenciales como son:
Por temas ( gira alrededor de temas o unidades de la
lengua y contenido que están íntimamente relacionadas.)
Por competencias ( énfasis en el dominio de ciertas
competencias ( situaciones o actividades específicas.)
Por destrezas o habilidades ( enfatiza el desarrollo de
habilidades y micro habilidades.)
Por tareas ( según las tareas o actividades que se
realizan.)
Por funciones ( de acuerdo con las funciones
específicas o actos de habla)
Situacional ( según las situaciones específicas,
generalmente orales)
Integrado (características de todos los programas , pues
deben concordar la organización de los elementos
lingüísticos con los funcionales y el tipo de tarea por
realizar) (Richards : 2001).
Los programas de inglés de III Ciclo y Educación
Diversificada, están organizados por destrezas o
habilidades, “skills”, Listening, Speaking, Reading and
Wrting. El abordaje de la lengua se hace por medio del
desarrollo de micro habilidades, o destrezas individuales
que en conjunto completan una actividad como sería
“escuchar una clase magistral.”
Algunos ejemplos que
tomados de Munby son:
WRTING
LISTENING
SPEAKING
READING
Richards
nos
proporciona,
“creating a topic sentence”
“recognizing key information”
“recognizing turn-taking signals”
“reading for a gist”
En cada uno de los casos anteriores, las micro
habilidades son pasos básicos en el proceso de alcanzar
el desarrollo de cada habilidad.
Cada una de las unidades del programa de estudios,
está escrita alrededor de una meta o unidad de
significación que es la que hace posible que se
materialice el componente formal de la lengua; en otras
palabras, es el contexto en el cual se promueve el
desarrollo de todos los actos de habla de esa unidad.
Los grandes objetivos generales se plantean en términos
de objetivos de ciclo, o perfiles de salida, que se llegan a
alcanzar mediante la ejercitación de las habilidades y
micro habilidades lingüísticas en cada nivel, que están
redactadas en términos de objetivos, que tienen que ver
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con asuntos especiales y muy particulares de la lengua
que se aprende y del producto deseado. Además incluye
estrategias de aprendizaje válidas para el propósito de
cada una de las unidades de significación.
La estructura curricular tiene cinco columnas:
Objectives escritos en términos de habilidades y micro
habilidades por desarrollar y según la taxonomía de
Munby (1978).
Richards(2000) define el skill syullabus o programa por
habilidades, de la siguiente manera “ el que es
organizado alrededor de las habilidades
más
sobresalientes que comprende el uso de la lengua por
medio de las habilidades; se basa en la creencia de que
el aprendizaje es una actividad compleja como es
escuchar una ponencia, que requiere del dominio de una
serie de habilidades o micro habilidades, que en conjunto
hace o componen la actividad mayor.” Mi traducción.
En esta línea, los objetivos se escriben de la siguiente
manera:
Understanding the use of graphic presentation, namely,
headings, boldprints, footnotes.
Skimming to obtain the gist of the text.
Scanning to locate specifically required information on a
single point.
Tanscoding information presented in diagrammatic
display, involving completing a diagram/table/graph.
Completing note-frames.
La siguiente columna es la de Language Examples, en
la que se presentan ejemplos de las formas lingüísticas
que se utilizarán en la unidad y las funciones o
propósitos comunicativos. Se incluye esta columna para
dar uniformidad al formato diseñado para los programas,
sin que sean los ejemplos de lengua, el objeto de
aprendizaje, que genere horinzontalidad entre las
columnas,
como
lo
garantizaba
un
enfoque
estructuralista.
La columna de Procedures, que precisamente Richards
y Rogers (1986), en su libro Approaches in Language
Teaching – A Description and Análisis, definen A
Procedure
como “Técnicas de clase, prácticas y
comportamientos observados cuando se usa un método.”
Mi traducción.
El contenido de las columnas de Objetives, más la de
Values /Attitudes and Culture, se concretan al
desarrollar los procedimientos o acciones mediatizadoras
que conjugan el contexto general y los contenidos
funcional, lingüístico y cultural que se materializan
mediante el desarrollo de las habilidades y micro
habilidades de la lengua como el insumo del proceso
enseñanza y aprendizaje.
La columna de Values/Attitudes que también incluye
Culture, por tratarse de una lengua extranjera, se
relaciona con la cultura del grupo social que la habla,
como una manifestación inmediata de esa cultura. Es de
vital importancia, para llegar al menos el comportamiento
de los hablantes de un determinado grupo lingüístico,
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incluir el estudio de la cultura. Las comparaciones entre
aspectos de ambas culturas, la de la lengua materna y la
de la lengua meta, representan un momento de reflexión,
de respeto, de admiración , con el objeto de apreciar lo
nuestro y reforzar nuestros valores. El contenido de esta
columna se escribe en término de frases preposicionales
con el objetivo de llegar a un análisis a un análisis, a un
ejecutar dentro de los procesos de aprendizaje, que
completan la acción mediatizadora.
En otras palabras, lo que el estudiante puede hacer con
la lengua que aprende en cada una de las habilidades
lingüísticas.
Finalmente, la cuarta columna se dedica a lo que se ha
denominado en español Aprendizajes por evaluar, cuya
equivalencia más cercana en lengua inglesa es
Evaluation of Language Outcomes, en ella se evalúa el
producto de la acción mediatizadora, derivada del
objetivo y de las estrategias desarrolladas durante el
proceso. En esta línea los productos deseados, son
todos aquellos que resaltan el logro de una sub habilidad.
Si en el objetivo se promueve el desarrollo de la escucha
para completar un cuadro/tabla/gráfico, en esta columna
se espera que el estudiante complete ese
cuadro/tabla/gráfica después de haber escuchado la
cinta, persona o situación.
Al inicio de cada nivel educativo, se presenta una
recomendación para llevar a cabo la unidad introductoria,
de diagnóstico y de motivación para el inicio del curso
lectivo. También se adjunta al final de cada nivel, una
lista de competencias lingüísticas o perfil de salida, que
el alumno adquirirá mediante el estudio de cada unidad o
Target Content.
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Bibliografía
Brown, H.D. (1980). Principles of Language Learning and
Teaching. The United States of America: Prentice
Hall-Hall.
Finocchiaro, M. and C. Brumfit.(1983). The FunctionalNotional Approach From Theory to Practice.
Oxford : Oxford University Press.
Ministerio de Educación Pública.(2001). Programas de
Estudio de Inglés III CICLO Y EDUCACIÓN DIVERSIFICADA. San José: MEP.
Munby, J. (1978). Communicative Syllabus Design.
Cambridge : Cambridge University Press.
Richards, J.C. and S. Rodgers. (1986). Approaches
and Methods in Language Teaching. A Descriptive
and analysis. Cambridge: Cambridge University
Press.
Richards, J. (2001). Curriculum Development in
Language Teaching. Cambridge: Cambridge
University Language Education.
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